Touro College
School of Health Sciences
2006-2008 Bulletin
TOURO COLLEGE
www.touro.edu
ACCREDITATION
Touro College was chartered by the Board of Regents of the State of New York in June 1970.
Touro College is accredited by the Middle States Commission on Higher Education, 3624 Market Street,
Philadelphia, Pennsylvania 19104 (Tel: 267-284-5000). The Middle States Commission on Higher Education is an
institutional accrediting agency recognized by the United States Secretary of Education and the Council for Higher
Education Accreditation.
This accreditation status covers Touro College and its branch campuses, locations and instructional sites in the New
York area, as well as branch campuses and programs in Berlin, Jerusalem, Moscow, and Florida.
Touro University International, Touro College Los Angeles (TCLA), and Touro University California and its
Nevada branch campus are accredited by the Accrediting Commission for Senior Colleges and Universities of the
Western Association of Schools and Colleges (WASC), 985 Atlantic Avenue, Alameda CA 94501 (Tel: 510-7489001).
The Physician Assistant program is accredited by the Committee on Accreditation of Allied Health Education
Programs (CAAHEP). The Physical Therapy program is accredited by the Commission on Accreditation in
Physical Therapy Education (CAPTE). The Occupational Therapy program is accredited by the Accreditation
Council for Occupational Therapy Education (ACOTE). The graduate program in Speech and Language Pathology
is accredited by the American Speech-Language Hearing Association (ASHA).
The Master of Science in Acupuncture and Master of Science in Oriental Medicine programs of Touro College:
Graduate Program in Oriental Medicine are accredited by the Accreditation Commission for Acupuncture and
Oriental Medicine (ACAOM), which is the recognized accrediting agency for the approval of programs preparing
acupuncture and Oriental medicine practitioners. ACAOM is located at Maryland Trade Center #3, 7501 Greenway
Center Drive, Ste. 820, Greenbelt, MD (Tel. 301-313-0855; Fax 301-313-0912).
RESERVATION OF RIGHTS CLAUSE
This Bulletin represents the most up-to-date information with regard to the programs described. It will be
considered to be in effect until the publication of the next Bulletin of the Touro College School of Health Sciences.
However, the Board of Trustees and Faculty of Touro College reserve the right to institute changes in Touro's
programs and policies. Since information is updated constantly, the student is advised to seek further clarification
from appropriate administrative offices.
The Offices of the Dean of the School of Health Sciences, the Dean of Faculties, and the Registrar provide current
information concerning course offerings, programs and regulations. Financial information is available from the
Office of Financial Aid. Students should also consult the Student Handbook. Bulletins for the Lander Colleges of
Arts and Sciences, the Graduate School of Jewish Studies, and for the Schools of Lifelong Education, Law, Health
Sciences, the Graduate School of Education and Psychology and the Graduate School of Business are available from
the offices of their respective deans. Guidebooks may also be available from respective School offices.
POLICY OF NON-DISCRIMINATION
Touro College is an equal opportunity institution. It admits students of any race, color, national origin, and age to
all rights, privileges, programs and activities generally accorded its students. In conformance with Title IX, 1972
Education Amendments, Title VI of the Civil Rights Act of 1964, the Americans With Disabilities Act, and other
applicable law, Touro College does not discriminate on the basis of gender, race, color, disability, national or ethnic
origin or age in the administration of its educational policies, scholarships and loan programs, and other
institutionally administered programs.
Reissued June 2007
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TABLE OF CONTENTS
Message from the Founder & President, Bernard Lander, PhD, LHD
.
.
Message from the Dean, School of Health Sciences, Joseph Weisberg, PhD, PT .
School Calendars
.
Introduction
.
Touro College Mission Statement
.
The Goals of Touro College
.
Touro’s Other Divisions
.
School of Health Sciences Mission Statement
.
The Goals of the School of Health Sciences
.
Programs Offered by the School of Health Sciences
.
Facilities of the School of Health Sciences
.
The Bay Shore Campus
.
The Manhattan Campus
.
Brooklyn Campuses
.
Winthrop University Hospital Extension Center
.
The Touro Libraries
.
The Touro Computer Center
.
Office of Student Affairs
.
Supportive Personal Environment
.
Admissions
.
Academic Rules & Regulations
.
The Registration Process
.
Earning Outside Credit
.
Grades
.
Academic Progress & Standing
.
Leaving the College
.
Graduation
.
Leaves of Absence and Readmission
.
Withdrawal from the College
.
Paying for College
.
The Bursar’s Office
.
Tuition and Fees
.
Financial Aid
.
Financial Assistance Programs Administered by Federal & State Agencies
Program/Departmental Requirements
.
Neuropsychology
.
Nursing
.
Occupational Therapy Department
.
Oriental Medicine and Acupuncture
.
Physical Therapy Department
.
Physician Assistant
.
Public Health
.
Speech-Language Pathology
.
Undergraduate Studies
.
Course Descriptions
.
Neuropsychology
.
Nursing
.
Occupational Therapy Department
.
Oriental Medicine and Acupuncture
.
Physical Therapy Department
.
Physician Assistant
.
Public Health
.
Speech-Language Pathology
.
Undergraduate Studies
.
Student Responsibilities and Rights
.
College Codes & Student Responsibilities
.
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Suspension
Hearing & Appeal Procedures
Grievance Policy
Touro College Drug & Alcohol Abuse Policy
Touro College Campus Security Policies
Sexual Harassment & Sexual Offense Prevention Policies
Miscellaneous College Policies
Clinical Affiliation Sites
Registered Programs
Board of Trustees & Board of Overseers
College Administration
School of Health Sciences Administration & Staff
Full-Time Faculty
Adjunct Faculty
School of Health Sciences Directory
Other Touro Locations
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MESSAGE FROM THE FOUNDER AND
PRESIDENT OF TOURO COLLEGE
Over thirty y ears ago, Touro College enrolled its first class of 35 students. The College has
changed much since those early years. Total enrollment in the many schools and divisions of the
College is approximately 23,000 students. Opportunities for intellectual and career advancement
have grown with the addition of new undergraduate, graduate, and professional programs. The
commitment to academic excellence and personal attention remains at the core of Touro’s
institutional self-consciousness. I am convinced a new generation of leadership will emerge from
Touro College.
The College has given particular emphasis to programs in the Health Sciences because of their
significant impact on society and the opportunity for students to realize professional advancement.
Bernard Lander, Ph.D., L.H.D.
Dr. Bernard Lander, the Founder and President of Touro College, is a preeminent leader and pioneer in
Jewish and general higher education. A Torah scholar and founder of yeshivas, Dr. Lander was the first
Commissioner of Human Rights for the City of New York and prepared the first civil rights legislation for
the State of New York. His research studies in social behavior and his lectures on Jewish thought have
been nationally acclaimed. He holds a doctorate in sociology from Columbia University and served as
professor of sociology for several decades at City University of New York, before establishing Touro
College in 1971.
Dr. Lander served as consultant to three presidents of the United States and was a member of a
seven-member commission that established the historic “War Against Poverty.” He has been honored by
the Council of New York State College Presidents for his lifetime contribution to higher education.
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MESSAGE FROM THE DEAN OF THE SCHOOL
OF HEALTH SCIENCES
For more than three decades, the School of Health Sciences of Touro College has specialized in providing
individuals with the education needed to pursue careers in the health sciences. As a result, we continue to
contribute dedicated, gifted and qualified professionals to the health care industry. I am very proud of our
3,645 graduates to date.
Here at Touro, you will gain knowledge and skills informed by a compassionate approach towards
your fellow man. Our faculty is dedicated to providing a well-rounded education. All faculty members are
experienced authorities in their fields, and are committed to working diligently to help you become a
qualified, caring professional. Classes are small, which allows us to know and mentor each of you
individually. Furthermore, we emphasize student participation in all phases of the educational experience
through personal interaction with faculty and administration. Our open-door policy and the free sharing of
opinions and experiences enable us to work with you and serve you effectively. This is evidenced by the
accomplishments of recent graduates of our professional programs, who have achieved high pass rates on
national certification examinations.
I look forward to personally welcoming you to the School and I wish you success.
Joseph Weisberg, Ph.D., PT
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SCHOOL CALENDARS
Each program on each campus has its own calendar which you may consult for specific information
regarding dates for the start and end of each semester, examination periods, deadlines for adding or
dropping courses, periods of clinical rotations, etc. Please note that the School closes by 2:00 p.m. on
Fridays and is closed on Saturdays.
Below is the academic calendar for the School of Health Sciences at the Bay Shore campus. Please note
that, except for the Jewish holidays, each campus may follow a slightly different holiday schedule.
GENERAL CALENDAR 2006-2007
Sunday and Monday, September 3 and 4
Friday and Sunday, September 22 and 24
Sunday and Monday, October 1 and 2
Friday and Sunday, October 6 and 8
Friday and Sunday, October 13 and 15
Wednesday, November 22
Thursday and Friday, November 23 and 24
Sunday, December 24 through Monday, January 1
Monday, January 15
Sunday and Monday, February 18 and 19
Sunday, March 4
Monday, April 2 through Wednesday, April 11
Tuesday, May 22
Wednesday and Thursday, May 23 and 24
Sunday and Monday, May 27 and 28
Wednesday, July 4
Monday, July 23
Tuesday, July 24
no classes
no classes
no classes
no classes
no classes
no evening classes
no classes
no classes
no classes
no classes
no classes
no classes
classes until noon
no classes
no classes
no classes
no evening classes
no classes
GENERAL CALENDAR 2007-2008
Sunday and Monday, September 2 and 3
Wednesday, September 12
Thursday and Friday, September 13 and 14
Friday, September 21
Wednesday, September 26
Thursday and Friday, September 27 and 28
Wednesday, November 21
Thursday and Friday, November 22 and 23
Sunday, December 23 through Tuesday, January 1
Monday, January 21
Friday, March 21
Sunday, April 20 through Sunday, April 27
Sunday and Monday, May 25 and 26
Sunday, June 8
Monday and Tuesday, June 9 and 10
Friday, July 4
Sunday, August 10
no classes
classes until noon
no classes
no classes
classes until noon
no classes
no evening classes
no classes
no classes
no classes
no classes
no classes
no classes
classes until noon
no classes
no classes
no classes
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INTRODUCTION
Touro College is a Jewish-sponsored independent institution of higher and professional education. The
College was established primarily to perpetuate the Jewish heritage, and to serve the larger American
community. Approximately 23,000 students are currently enrolled in its various schools and divisions.
Through programs in Jewish Studies here and in Israel, the humanities core requirement, liberal arts and
sciences majors, and outstanding pre-professional and professional programs, Touro offers students a
distinctive educational experience.
This experience, however, consists of more than classroom instruction. Touro also seeks to foster an
atmosphere of warmth, in which close faculty-student relationships, student camaraderie, and
individualized attention are nurtured in many ways.
Touro College was chartered by the Board of Regents of the State of New York in 1970. Under the
leadership of its founding president, Dr. Bernard Lander, the College opened with a class of 35 Liberal
Arts and Sciences students in 1971. Since then, the College has continued to demonstrate dynamic
growth. A Women's Division was added to the College of Liberal Arts and Sciences, and the Schools of
General Studies, Law, and Health Sciences were subsequently organized. The College organized sister
institutions in Israel and Russia. The School for Lifelong Education, offering a non-traditional, contractlearning-based program was organized in Fall 1989. The Institute for Professional Studies (IPS) –
Machon L’Parnasa was established in early 1999 to provide higher education with practical applications
for the ultra-orthodox community. The Graduate School of Education and Psychology and the
International School of Business were established.
Subsequently, the Touro University College of Osteopathic Medicine and Touro University International
(both based in California) added to the professional options available to Touro students. An upperdivision College offering programs in other professional areas (e.g. Physician Assistant, Public Health)
opened at the Vallejo, California campus in 2002. A branch of the Touro University College of
Osteopathic Medicine was opened in Henderson, Nevada in Fall 2004. An overseas branch of the
College, Touro College-Berlin, offering both Jewish studies and professional courses, was opened in Fall
2003. Touro College-Los Angeles, a liberal arts college modeled after the program of the Lander
Colleges, was opened in Fall 2005 in West Hollywood, California. Touro College South, based in Miami
Beach, Florida, opened in Fall 2006.
Future professional options include a School of Osteopathic Medicine in Harlem, scheduled to open
in 2007, and a School of Pharmacy, scheduled to open in 2008.
TOURO COLLEGE MISSION STATEMENT
Touro College is an independent institution of higher and professional education under Jewish
sponsorship, established to perpetuate and enrich the Jewish heritage, to support Jewish
continuity, as well as to serve the general community in keeping with the historic Judaic commitment to
intellectual inquiry and social justice.
The Jewish heritage embraces two fundamental components, the particular and the universal, as reflected
in Hillel’s dictum transmitted in Ethics of the Fathers, “If we are not for ourselves, who will be? If we are
concerned only with ourselves, what are we?” This seminal teaching shapes the core values of the
college, which are:
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Preservation of the Jewish heritage and support for Jewish continuity;
Belief in the value of education in the liberal arts and professions to better the individual
and society;
Promotion of ethical and humanistic values of the Judaic tradition among all members of
the learning community;
Commitment to providing educational and professional opportunities and to fostering
access to underserved populations;
Commitment to tolerance and the promotion of the democratic ethos.
These core values and the dual components of the Jewish heritage—the concern for the particular and the
universal—are reflected in Touro College’s mission, which is to strengthen Jewish life and perpetuate the
Judaic tradition on the college campus, and to contribute to the building of a better society for all through
educational opportunities.
Cognizant of national and international threats to Jewish continuity in the forms of assimilation, loss of
affiliation, and anti-Semitism, the Board of Trustees of the college views the college’s mission as
transcending the physical borders of its original locus. Touro College seeks to strengthen
Jewish identity and normative societal values by offering education programs serving the Jewish
and general populations in communities nationally and around the world.
Touro College’s mission commits the college to multiple constituencies. In adherence to the
particularistic aspect of the mission, Touro offers undergraduate and graduate programs in Judaic studies
and liberal arts and sciences serving the diverse components of the Jewish community. In consonance
with the universalistic aspect of the mission, the college supports underserved members of the broader
community with neighborhood-based undergraduate programs. As an institution serving the general
community in all its diversity, Touro College offers professional and graduate programs in such areas as
education, law, medicine, allied health sciences, and business. Throughout its various programs, Touro
College emphasizes academic achievement and quality in the context of a supportive and caring
environment.
THE GOALS OF TOURO COLLEGE ARE:
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To perpetuate and enrich the Jewish heritage and scholarship on the undergraduate and graduate
levels.
To promote academic achievement through traditional study of liberal arts and sciences in the
undergraduate divisions, and to foster humanistic and ethical values.
To further the career interests and aspirations of students with a broad range of pre-professional
and professional programs.
To promote development of students’ critical, analytical, and quantitative competencies.
To foster critical thinking and communication skills.
To promote information literacy, research skills, and other competencies necessary to succeed in
a technological society.
To develop and provide educational opportunities by reaching out to underserved urban student
populations.
To promote graduate and professional programs in the areas of education, law, medicine and the
healing arts, whose graduates will contribute to the betterment of society.
To provide a supportive learning environment that encourages academic achievement and
promotes values of tolerance and respect for diverse population groups and their cultural
heritages.
To increase access and expand academic reach through the utilization of new technologies
including distance-learning modalities.
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To strengthen Jewish identity and to transmit American values and the democratic ethos in
communities abroad through quality academic programs.
To assess systematically the achievement of the college’s goals and to utilize the results for
continuous improvement.
TOURO’S OTHER DIVISIONS
THE LANDER COLLEGES OF ARTS AND SCIENCES
The Touro College of Liberal Arts and Sciences was established in 1971. In 1997 the Board of Trustees
of Touro College voted to designate the various divisions of the college as The Lander Colleges of
Liberal Arts and Sciences, in honor of Touro’s founding President, Dr. Bernard Lander, for his historic
contribution to higher Jewish education in America. The Lander Colleges are comprised of the Lander
College for Women in Manhattan, the Lander College for Men in Kew Gardens Hills, Queens, and the
Lander College of Arts and Sciences in Flatbush, Brooklyn, that embody Touro’s commitment to enrich
the college experience of young Jewish men and women. Liberal Arts, Jewish Studies, and preprofessional options are combined in the curriculum, and students may choose majors and study options
in a wide variety of fields.
The positive Jewish atmosphere and the many extra-curricular activities available to students enhance
Jewish identity, strengthen the students’ self-esteem, and reinforce the Jewish dimension of college life
and education. Students in the undergraduate Lander College for Women in Manhattan come from the
metropolitan area and from more than thirty states and foreign countries, and are afforded an excellent
broad-based education in a nurturing Jewish environment. The Lander College for Men, based in the Kew
Gardens Hills section of Queens, allows students the opportunity to pursue a quality program in Jewish
Studies and academic studies in a personalized setting.
Through its Flatbush Branch Campus in the Midwood section of Brooklyn, the Lander College of Arts
and Sciences offers afternoon, evening and Sunday courses to meet the special educational needs of
yeshiva and seminary students. Since 1976, the Flatbush Program, with its various academic options, has
enabled students to pursue career and pre-professional education without sacrificing their commitment to
intensive Jewish studies and teaching service in the community.
Almost all major yeshiva high schools and seminaries of New York City are represented in the student
population of Touro’s Flatbush Campus. Although seventy percent of the registrants at the Flatbush
Campus are from the New York area, there is also a sizable contingent of out-of-state students recruited
from Baltimore, Chicago, Denver, Detroit, Los Angeles and Miami.
Since 1979, the Lander Colleges of Arts and Sciences have sponsored a Year Abroad/Israel
Option, enabling students to complete a year of intensive Jewish studies in Israel as part of their
baccalaureate degree program. In addition, a number of courses in business, education, English, and
psychology are offered at the Touro College Israel Center in Jerusalem.
An affiliated College program, Touro College-Los Angeles, opened in Fall 2005. The College opened a
Florida-based college, Touro College-South, in Fall 2006.
THE JACOB D. FUCHSBERG LAW CENTER
The Touro College Jacob D. Fuchsberg Law Center, established in 1980, is committed to providing a
quality legal education by developing lawyers who temper practical knowledge with perceptive
judgment. The Law Center offers full and part-time evening programs and is accredited by the American
Bar Association. It is a member of the Association of American Law Schools and offers the degrees of
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Juris Doctor (J.D.) and Master of Laws (LL.M.) in American Legal Studies. The Law Center’s campus is
located in Huntington on the North Shore of Long Island, New York, a vibrant suburban community
approximately 30 miles from Manhattan. For individuals within commuting distance, the Law Center is
easily accessible via the Long Island Expressway, Northern State Parkway, or the Long Island Railroad.
The Law Center is named in honor of the contributions to the study and practice of law by Jacob D.
Fuchsberg, a distinguished trial lawyer and former Judge of the New York State Court of Appeals. When
the Law Center was established, the Trustees of Touro College directed that the work of the School
be rigorous and jurisprudential in orientation. In accordance with this directive, the School is particularly
focused on instilling in its students a sense of moral responsibility to the world community.
This commitment to contribute to the building of a better society for all is reflected in the Law Center’s
clinics, public interest law perspective, and international programs.
In addition to its regular curricula, the Law Center offers an Institute of Jewish Law, an Institute in Local
and Suburban Law, Clinics in Elder Law, Criminal Law, Mental and Social Security Disability Law,
International Human Rights, and Family Law.
THE GRADUATE SCHOOL OF JEWISH STUDIES
The Graduate School of Jewish Studies offers a Master of Arts degree in Jewish Studies, with
concentrations in Medieval and Modern Jewish History. Established in l981, the graduate program
prepares students for careers in education and communal service. In July 2004, an affiliate of Touro with
a separate Israeli charter, Machon Lander, was recognized by Israel’s Ministry of Higher Education.
Machon Lander offers graduate courses in Jewish history and Jewish education, as well as undergraduate
programs in business.
THE GRADUATE SCHOOL OF BUSINESS
Originally established in the late 1980s as Touro’s International School of Business and
Management (ISBM), the Graduate School of Business combines the liberal arts and sciences with
business and management subjects. Its Master of Science degree programs in Accounting and in
International Business Finance, and its Master of Business Administration program, reflect
Touro’s recognition that future executives and managers need superior communication skills and cultural
sensitivity as well as business training to trade effectively in a world market of independent economies.
THE GRADUATE SCHOOL OF EDUCATION AND PSYCHOLOGY
The Graduate Division of the School of Education and Psychology provides high-quality graduate
study for professionals in the fields of education and psychology. Currently, it offers a Master of Science
degree with New York State certification in School Psychology, and Master of Science degrees in
Education and Special Education with concentrations in Early Childhood, Childhood, and Middle School.
In addition, the School offers a Master of Science degree in School Leadership, a Master’s degree
program in Teaching Literacy, and advanced certificate programs in Bilingual Education. Master’s
degree programs in TESOL and in Instructional Technology were recently developed. A Master’s degree
program in Mental Health Counseling was opened in 2005. Classes are held in Manhattan, Brooklyn, and
Bay Shore.
The Graduate School of Education and Psychology was created in 1993 and received State of New
York approval for its first graduate degree programs in 1995. It was established on the basis of a firm
conviction that education is one of the most important tools for bringing about continuous improvement
in the conditions of life for all people.
7
Solidly committed to the goal of universal education of high quality, the Graduate School was given the
mission of developing and implementing educational programs that would supply schools and other
educational settings with the most professionally competent teachers, administrators, and educational
support personnel. A central philosophical concept on which the Graduate School is based is the
notion that the goal of learning is more learning and that the primary mission of education is to enhance
educability - to stretch minds and to increase each person’s ability to learn independently. The founders
recognized that not all children come to school equally prepared to exercise their own intelligence and to
derive maximum benefit from the school experience. This recognition leads to the important goal of
placing in the hands of all learners the essential tools of learning: personal logic systems, a solid
knowledge base about methods of learning, habits of thinking about one’s own thinking processes, and a
motive structure that makes learning its own reward.
THE SCHOOL FOR LIFELONG EDUCATION
The School for Lifelong Education and its guided independent study mentorials was established in 1989
to serve the academic needs of the Chassidic communities, whose unique culture, commitment and
lifestyle require bold and innovative approaches to higher learning. The program is open to
mature and motivated students whose learning is facilitated in a variety of ways.
The guided independent study mentorials, together with collaborative courses and regular classes, offer
adults an opportunity to start or to return to school to complete a degree program, and may lead to the
Associate in Arts (A.A.), the Bachelor of Science (B.S.), the Bachelor of Arts (B.A.) degree in
Interdisciplinary Liberal Arts and Sciences, or the Bachelor of Arts (B.A.) degree in Judaic Studies.
Students may also participate in Touro’s concentration in Education and Special Education. These
programs are designed to accommodate the needs and learning styles of working adults who seek to
enhance their academic and professional development as well as those who yearn to realize the lifetime
dream of obtaining a college degree.
THE INSTITUTE FOR PROFESSIONAL STUDIES (IPS) – MACHON L’PARNASSA
The Institute for Professional Studies (IPS) was established in 1999 to provide higher education with
practical applications for the ultra-orthodox community. Classes are taught in a supportive environment in
the heart of Borough Park, Brooklyn, NY.
The Institute offers an extensive selection of programs leading to an Associate’s degree or a Certificate in
a variety of business professions, programming, networking, desktop publishing, and medical coding
and billing. These programs are designed to facilitate immediate entry into the job market while
encouraging students to go on for more advanced study. Many students who begin their programs in
the Institute for Professional Studies eventually continue studying for a Baccalaureate degree at one of
Touro’s branch campuses.
THE NEW YORK SCHOOL OF CAREER AND APPLIED STUDIES
The New York School of Career and Applied Studies provides a quality educational experience
to students in Manhattan, Brooklyn, Queens, and the Bronx through its network of neighborhood
centers and sites. Students can major in such areas as Liberal Arts, Human Services, Business, and
Computers at its easily accessible facilities.
The New York School of Career and Applied Studies was established through the merger of two
Touro College divisions, The School of General Studies and the School of Career and Applied Studies.
The School of General Studies was founded in 1978 to provide an opportunity for students who had been
traditionally underserved to earn Associate and Baccalaureate degrees. The School of Career and Applied
Studies was organized in 1995. Although its original mission was to serve the needs of refugees from the
former Soviet Union, the School of Career and Applied Studies expanded its mission to include many of
8
the diverse populations in the neighborhoods that it served. The New York School of Career and Applied
Studies continues the mission of both schools.
CALIFORNIA CAMPUSES:
TOURO COLLEGE – LOS ANGELES
In Fall 2005, the College opened a branch campus in Los Angeles, California. The college, Touro
College – Los Angeles, is located at 1317 North Crescent Heights Boulevard, West Hollywood, CA
90046. This college, modeled after the programs of the Lander Colleges of Arts and Sciences, offers
courses in business, psychology, Jewish studies, and liberal arts and sciences.
TOURO UNIVERSITY COLLEGE OF OSTEOPATHIC MEDICINE
The College of Osteopathic Medicine, established in 1997 in California, grants the Doctor of Osteopathy
(D.O.) degree. Its mission is to prepare competent osteopathic physicians through classroom and
clinical instruction, service to the community, and research.
In 1999 the College moved to its current campus on Mare Island in Vallejo, California. This new facility
includes basic science buildings with state-of-the-art laboratories as well as a modern research center. In
addition, the campus offers recreational opportunities for students through its gymnasium, swimming
pool and outdoor athletic facilities. The College graduated its first class in June of 2001 and has already
established itself as an outstanding College of Osteopathic Medicine. The College of Osteopathic
Medicine is accredited by the American Osteopathic Association. A branch of the College of Osteopathic
Medicine opened in Henderson, Nevada in Fall 2004.
TOURO UNIVERSITY INTERNATIONAL
In order to meet the emerging needs of non-traditional students, Touro University International was
established to provide courses and programs through the Internet to an international student body. The
California-based Touro University International offers complete degree programs that students can
complete at their own pace wherever they are located, either in United States or in their home countries.
The University offers both synchronous learning (by means of Internet conferencing) and asynchronous
learning. Internet conferencing enables Touro University International to create a complete interactive
learning process. Touro University International offers programs in Business, Health Sciences, and
Educational Leadership at the Bachelor’s, Master’s and Doctoral levels and is organized into four
colleges—Business Administration, Health Sciences, Computer Information Systems, and Education.
TOURO COLLEGE, MOSCOW AND BERLIN CAMPUSES
The Touro mission includes within its goals, activities to strengthen the Jewish heritage and Jewish
continuity as well as fostering international understanding of humanistic and democratic values. Towards
that end, the College has established programs abroad in Jewish studies and American business values.
In 1991, Touro College became the first American higher education institution to establish a program of
Jewish Studies in Moscow. The Touro College School of Jewish Studies, now renamed the Lander
Institute Moscow, was originally established to afford members of the Jewish community a greater
awareness of their Jewish heritage, offer them a well-rounded general education, and to provide Jewish
secondary schools and organizations with qualified personnel. In Fall 2003, the Lander Institute relocated
to Micherinsky 64 in Moscow, where it utilizes the facilities of Migdal Ohr. The building is equipped
with ample classrooms, staff and student facilities, and a modern computer laboratory to support
academic work, as well as a kosher dining room. Students may earn the Bachelor of Arts degree (B.A.)
with a major in Jewish Studies and numerous elective courses available to them. As of September 2005,
the Institute has official permission to offer the Bachelor of Science (B.S.) degree with a major in
Computer Science or in Desktop and Web Publishing. Touro also maintains a contractual relationship
9
with Moscow University-Touro, an independent institution accredited by Russian authorities, which
evolved out of Touro’s original program in Moscow.
In response to the requests of the Jewish community of Germany, Touro has developed an academic
program that allows for the study of American business methodology as well as Jewish studies in
Berlin. Touro College Berlin, which has been supported by the Berlin authorities, opened in Fall 2003,
and the program offered there leads to a Bachelor of Science degree in Business Management and
Administration.
ARTICULATION AGREEMENTS
Touro College has an articulation agreement with Nassau Community College (NCC) whereby qualified
students at NCC may be jointly admitted to an upper division program at Touro College, complete their
lower division education at NCC and seamlessly enter into upper division studies at Touro.
Graduates of the Touro College Nursing Program who wish to pursue a bachelor’s degree in Nursing may
take advantage of the Department of Nursing’s articulation agreement with the Long Island University
School of Nursing- Brooklyn Campus. Touro Nursing graduates who have a minimum science GPA of
2.75, a minimum Nursing GPA of 2.75, and a minimum cumulative GPA of 2.75, will be accepted into
the RN-BS Completion Program at the Long Island University School of Nursing-Brooklyn Campus.
Touro College has recently entered into an agreement with Touro University College of Medicine
(TUCOM) whereby qualified students can take three years of pre-med classes at Undergraduate Studies
in Touro College, and then proceed to TUCOM. After their successful year at TUCOM, they will earn
their Bachelor’s degree and then finish their medical degree at TUCOM.
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SCHOOL OF HEALTH SCIENCES MISSION
STATEMENT
The School of Health Sciences was established to embody the universal aspect of the College’s
mission by offering professional and graduate programs in the allied health and medical sciences.
The School emphasizes academic achievement in the context of a supportive and caring
environment.
The vision of the School of Health Sciences is to positively impact the health of the people of New York
and the surrounding region. Through leadership in allied health programs, clinical training, and research
and scholarship by faculty and students, the School also endeavors to contribute to the body of knowledge
of the allied health professions and the community.
The mission of the School of Health Sciences is to provide programs in a broad range of allied health
professions and the medical sciences, and to produce graduates who will have a significant influence on
health care in their communities. The academic mission of the School of Health Sciences is characterized
by the pursuit of academic rigor and integrity, excellence in instruction, intellectual accomplishment, and
research. The learning environment, balancing academic tradition with innovation, is conducive to the
exchange of ideas, encouraging scholarship and respect for, and appreciation of, differing viewpoints.
THE GOALS OF THE SCHOOL OF HEALTH SCIENCES
The programs
they:
•
•
•
•
•
offered at the School of Health Sciences reflect the stated goals of Touro College in that
promote academic achievement and foster humanistic and ethical values;
foster critical thinking, communication (oral and written), and leadership skills;
promote development of students’ analytical and quantitative competencies;
promote information literacy, research skills, and other competencies necessary to
succeed in a technological society;
are designed to graduate practitioners who will contribute to the betterment of society
through medicine and the healing arts.
Faculty bring their expertise, experience, and professionalism to the School of Health Sciences to promote
intellectual engagement and the attainment of program competencies. They are dedicated to the standards
of the School of Health Sciences and the performance-based curriculum. Faculty’s goal is to graduate
professional, effective, honorable, and ethical members of the health professions.
PROGRAMS OFFERED BY THE SCHOOL OF
HEALTH SCIENCES
Touro’s School of Health Sciences offers programs registered with the New York State Education
Department in the following professions and fields:
• Neuropsychology
• Nursing
• Occupational Therapy
• Oriental Medicine
• Physical Therapy
• Physician Assistant
• Public Health
11
•
•
Speech-Language Pathology
Undergraduate Studies
NEUROPSYCHOLOGY
Clinical Rehabilitation Neuropsychology: a graduate program leading to a Master of Science degree.
The program is intended for health practitioners and scientists who aim to work with people requiring
rehabilitation. The M.S. is not considered a terminal professional degree, but rather a first step in
achieving the doctoral degree in the discipline of Rehabilitation Neuropsychology.
NURSING
Nursing: an undergraduate program leading to an Associate in Applied Science degree.
OCCUPATIONAL THERAPY
Occupational Therapy: an upper-division undergraduate/graduate dual degree program leading to a
Bachelor of Science in Health Sciences (BSHS) and a Master of Science in Occupational Therapy
(MSOT). The BSHS/MSOT Program is accredited by the Accreditation Council for Occupational
Therapy Education (ACOTE).
Occupational Therapy Assistant: an undergraduate program leading to an Associate in Applied Science
degree. The Occupational Therapy Assistant Program is accredited by the Accreditation Council for
Occupational Therapy Education (ACOTE).
ORIENTAL MEDICINE
Oriental Medicine/Acupuncture: an upper-division undergraduate /graduate program leading to
dual Bachelor of Professional Studies/Master of Science degrees. The program is accredited by the
Accreditation Commission for Acupuncture and Oriental Medicine (ACAOM).
PHYSICAL THERAPY
Doctor of Physical Therapy (DPT): an upper-division undergraduate/graduate program leading to
dual Bachelor of Science/Doctor of Physical Therapy degrees. This entry-level program is accredited by
the Commission on Accreditation of Physical Therapy Education (CAPTE).
Physical Therapist Assistant: an undergraduate Associate in Applied Science degree program accredited
by the Commission on Accreditation of Physical Therapy Education (CAPTE).
Post-Professional DPT: a graduate level program leading to a Doctor of Physical Therapy degree. It is
designed for licensed physical therapists who wish to develop leadership abilities and clinical skills in the
areas of orthopedics, neurology, and geriatrics.
PHYSICIAN ASSISTANT
Physician Assistant: an upper-division/ undergraduate program leading to a Bachelor of Science degree
in Physician Assistant Studies. The program is accredited by the Accreditation Review Commission of
Education for the Physician Assistant, Inc. (ARC-PA).
PUBLIC HEALTH
Public Health: a graduate program in Public Health leading to a Master of Science degree.
This program is designed as an advanced degree for health professionals.
SPEECH-LANGUAGE PATHOLOGY
Speech Pathology: a graduate program leading to a Master of Science degree. The program is
accredited by American Speech and Hearing Association (ASHA).
UNDERGRADUATE STUDIES
Undergraduate Studies: an undergraduate division of the School of Health Sciences designed to track
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qualified freshmen and transfer students into the 4-year Physician Assistant Program, the 6-year Doctor of
Physical Therapy Program, and the 5-year Occupational Therapy Program. This division also offers fouryear undergraduate programs leading to the Bachelor of Science degree in Healthcare Administration or
Forensic Science.
FACILITIES OF THE SCHOOL OF HEALTH
SCIENCES
THE BAY SHORE CAMPUS
The main campus of the School of Health Sciences is situated on Long Island, on a ten-acre site at 1700
Union Boulevard in Bay Shore, New York 11706 (tel. (631) 665-1600). The campus entrance at Fourth
Avenue is just off Union Boulevard. A large, private parking lot surrounds the building. The Long Island
Railroad, Bay Shore station is diagonally across the street from the campus.
The offices of the Dean, Student Administrative Services (Financial Aid, Bursar, Registrar) and
Admissions are located on the first floor. The same floor also houses the cafeteria, student lounge,
computer laboratories and auditorium. A comfortable library is situated in a quiet corner of the first floor.
All other program and departmental offices and classrooms are located on the second and third floors.
Also located on the third floor are the offices of the Associate Dean and the Director of Student Affairs,
and the cadaver laboratory.
The hours of the building are as follows, unless differently posted by the Office of the Associate Dean:
Monday through Thursday
7:30am to 10:00pm
Fridays
7:30am to 2:00pm
Saturdays
Closed
Sundays
8:00am to 4:00pm
In addition, the School is closed for various holidays and vacations. The parking lot is closed and locked
shortly after the building closes.
At the Bay Shore campus, the School of Health Sciences offers programs in Clinical Rehabilitation
Neuropsychology, Occupational Therapy, Physical Therapy, Physician Assistant, and Public Health. In
addition, the programs comprising Undergraduate Studies are housed at the Bay Shore Campus.
Library
The Bay Shore Library, located on the first floor, serves the teaching and research needs of the faculty,
staff, and students. The library collection consists of over 6,700 health sciences books and multi-media
items, and subscriptions to 85 health sciences periodicals. The reference, reserve, circulating, and
periodical collections cover pre-clinical and clinical medicine, and profession-specific literature for
physician assistant, physical therapy, occupational therapy, public health, and clinical rehabilitation
neuropsychology. Reference assistance and research advice are available during all of the hours the
library is open, and instruction in effective methods of library research is also provided to individuals and
groups of students. The library has self-service copy machines and audio-visual viewing equipment, and
computers with dedicated access to the Touro College Virtual Library, detailed on page 16.
Anatomy Laboratory
The cadaver lab, located on the third floor, provides the necessary resources for the study of human
anatomy. The lab has twenty dissection tables with the appropriate equipment available for dissection.
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There are skeletons, anatomical models, and x-ray view boxes to enhance laboratory instruction. The lab
is air-conditioned and there are air purifiers for the safety and comfort of students.
Computer Laboratories
Located on the first floor, The School’s computer laboratories provide computer support for students and
allow for computer-assisted instruction. These laboratories are equipped with workstations, printers, and
PCs that are connected by a Local Area Network, and provide Internet access through the Touro College
Wide Area Network. Technical assistants are available to students during the laboratories’ hours of
operation.
Facility Provisions for the Handicapped
In general, the building provides no architectural barriers for the physically challenged. However, in
certain cases, it is conceivable that such a barrier may exist. If a student with a mobility impairment
identifies a particular problem regarding access to any portion of the existing facilities, it should be
brought to the attention of the Director of Student Affairs, in writing. Modification of the facilities to
provide access will be carried out as necessary.
THE MANHATTAN CAMPUS
The Manhattan campus, or Midtown Main campus, is located at 27-33 West 23rd Street, between Fifth
and Sixth Avenues in Manhattan, in the historic Flatiron District. This facility, encompassing more than
100,000 square feet on five floors, contains classrooms, science laboratories, administrative offices,
faculty offices, student lounges, and computer laboratories. Other physical resources on this campus
specifically support the programs in Occupational Therapy, Physical Therapy, Physician Assistant, and
Oriental Medicine.
The campus is easily accessible by mass transit. Subways and New Jersey PATH trains are located
within a block of the College. Public parking is available on the north side of 23rd Street and on
surrounding blocks. There are abundant restaurants and shops in the area.
The Office of the President, central administrative offices, the New York School of Career and Applied
Sciences, and Student Administrative Services (Financial Aid, Bursar, Registrar) are also housed in this
facility. The newly-built library is located at 43 West 23rd Street, in close proximity to the main campus
building.
Library
The Midtown Library, located on the 5th floor of 43 West 23rd Street, serves the teaching and research
needs of the faculty, staff, and students. The library collection consists of over 10,000 health sciences
books and multi-media items, and subscriptions to 95 health sciences periodicals. The reference, reserve,
circulating, and periodical collections cover pre-clinical and clinical medicine, and profession-specific
literature for physician assistant, physical therapy, occupational therapy, and Oriental medicine.
Reference assistance and research advice are available during all of the hours the library is open.
Instruction in effective methods of library research is also provided to individuals and groups of students.
The library has self-service copy machines and audio-visual viewing equipment, and computers with
dedicated access to the Touro College Virtual Library, detailed on page 16.
Computer Laboratories
Computer laboratories are located on the 3rd and 6th floors of the Manhattan campus facility. These
laboratories are equipped with workstations, printers, and PCs connected by a Local Area Network to
IBM and Dell servers, with Internet access provided through the Touro College Wide Area Network.
Technical assistants are available to students during the laboratories’ hours of operation.
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Facility Provisions for the Handicapped
The building is fully accessible to the handicapped. Elevator and ground-level access is available for
students with mobility impairments.
BROOKLYN CAMPUSES
The Graduate Program in Speech and Language Pathology is located in a modern facility at 1610 East
19th Street (Avenue P between East 18th and 19th Street) in the Midwood section of Brooklyn. The
subway is located a short walk from the facility.
The Nursing Program is located at 5323 18th Avenue in the Borough Park section of Brooklyn.
Libraries
Two library locations in Brooklyn serve the teaching and research needs of faculty, staff, and students.
The Midwood Library, located on the C1 level of the Flatbush campus at 1602 Avenue J, houses a
collection consisting of over 730 speech pathology books and multi-media items, and subscriptions to 24
speech pathology periodicals. The Borough Park 45th Street Library houses a collection consisting of 240
nursing books and multi-media items, and subscriptions to 28 nursing periodicals. Reference assistance
and research advice are available during all of the hours the libraries are open. Instruction in effective
methods of library research is also provided to individuals and groups of students. The libraries have selfservice copy machines and audio-visual viewing equipment, and computers with dedicated access to the
Touro College Virtual Library, detailed on page 16.
Computer Laboratories
There are several computer labs at the Flatbush campus. The computers are supported by an IBM
Nativity 500 file server and networked in a local area network to the Touro Wide Area Network.
Clinic
A new Speech and Hearing Center was built to provide services to children and adults with various
speech, language and hearing disorders. Students are strictly supervised by certified faculty members.
Student Services
The Brooklyn campuses provide academic advisement and guidance in helping graduate students map out
their academic program and to plan clinical internship and externship experiences.
WINTHROP UNIVERSITY HOSPITAL EXTENSION CENTER
The Physician Assistant Program at the Winthrop University Hospital Extension Center is located at 288
Old Country Road, Mineola, New York 11501. PA students are free to use all the facilities available at
Winthrop University Hospital.
Library
A medical library is located on the grounds of Winthrop University Hospital. The library has electronic
and standard texts and journals as a part of the database. Additionally, Internet access provides students
with enhanced medical research capabilities.
Cafeteria
A coffee shop and a cafeteria are located at Winthrop University Hospital.
Parking
Students are provided with hospital-based parking for a fee. Off-street parking and meter parking are also
available.
15
THE TOURO LIBRARIES
School of Health Sciences students, faculty, and administrative staff have access to all resources and
services provided by the Touro College Libraries. Of those libraries, four focus on the health sciences:
one on Long Island, two in Manhattan, and two in Brooklyn.
Branches
The Bay Shore library, located at 1700 Union Boulevard on Long Island, is supervised by a Chief
Librarian and open Monday through Thursday from 9 AM to 10 PM, Friday from 9 AM to 2 PM, and
Sunday from 8 AM to 4 PM. It has over 5,400 book and media items and 85 current periodicals on preclinical and clinical medicine, occupational therapy, physical therapy, physician assistant, and public
health.
The Main Campus library, located at 43 West 23rd Street in Manhattan, is supervised by a Chief Librarian
and open Monday through Thursday from 9 AM to 9 PM, Friday from 9 AM to 2 PM, and Sunday from
10 AM to 6 PM (except during August). It has over 5,500 book and media items and 90 current
periodicals on pre-clinical and clinical medicine, occupational therapy, physical therapy, physician
assistant, and Oriental medicine.
The Midwood library, located at the Flatbush campus, 1602 Avenue J in Brooklyn, is supervised by an
Associate Director of Libraries and open Monday through Thursday from 9 AM to 10 PM (9 AM to 5:30
PM during August), Friday 9 AM to 2 PM, and Sunday 9 AM to 6 PM (10 AM to 3 PM during July and 9
AM to 3 PM during August). It has over 3,200 book and media items and 20 current periodicals on
speech pathology.
The Borough Park library, located at 1301 45th Street, is supervised by a Library Assistant, and open
Monday through Thursday 2 PM to 9:30 PM. It has over 300 book and media items and 25 current
periodicals on Nursing.
The Touro College Virtual Library
School of Health Sciences faculty, staff, and students have access to all resources and services provided
by the Touro College Libraries. Three of those libraries, detailed earlier, focus primarily on the health
sciences. They are the Bay Shore Library on Long Island, the Midtown Library in Manhattan, and the
Midwood and Borough Park 45th Street libraries in Brooklyn. All Touro College Libraries share material
via intra-library loan and all have computers with dedicated access to the Touro College Virtual Library
(www.touro.edu/library/).
The Virtual Library is the gateway to the services and resources of the Touro College Libraries. It is
divided into three sections: one on the libraries, one on services, and one on resources. The section on the
libraries includes a Welcome page with general information and collection data, a Directory of libraries,
library Policies (borrowing, collection development, etc.), Updates, and Newsletters. The section on
services includes Ask a Librarian so faculty, staff, and students can obtain reference assistance and
research advice via email within 48 hours. It has Request Material Online forms and the ability to View
Your Patron Record online. It also includes Information Literacy resources, and Guides & Tutorials.
The main section of the Virtual Library is the section on resources. This section includes the Library
Catalog with the locations of books and multi-media items in all the library collections, and links to 2,860
health sciences ebooks. It has a Central Search feature that Googlizes searches for ebooks and full-text
periodicals, and links to 133 Proprietary Databases, 49 of which are specific to the health sciences. This
section also includes Touro Digital Collections, one of which is Current Research @ Touro College, a
database with our health sciences masters theses. The section includes over 4,575 Full-Text Periodicals
on the health sciences, the locations of Print Periodicals and their fackfiles, over 70 health sciences
16
Bibliographies & Indexes, 70 health sciences Gray Literature databases, 255 health sciences Web &
Search Sites, and EReserves or electronic course reserves.
Proprietary or subscription resources available via the Touro College Virtual Library are accessible on
College computers, and nearly all can be accessed off-campus via a login and password. To obtain the
login and Password so you can use resources from home, call your Touro College Library.
THE TOURO COMPUTER CENTER
The Touro College Computer Center provides computer laboratory facilities to support a variety of course
offerings. Specific emphasis is placed upon software to support courses in computer science,
mathematics and business, as well as support for the computing needs of School of Health Sciences
programs.
Computer laboratories have been established at twenty-one separate locations with a total of over 1,300
PCs and associated peripherals. The computers at each location are connected by a Local Area Network,
and supported by a high-end server. All computer labs are equipped with a current version of the MS
Office suite, and provide Internet access through the Touro College Wide Area Network. Headphones
and high-end laser printers are available at each lab.
Other hardware available to faculty members through the Touro Computer Center includes large-screen
multimedia monitors, projectors, VCRs, and DVD players.
Computer labs at locations where desktop and web publishing courses are taught have scanners, color
printers, and special software to support the course offerings, including Quark Xpress and Adobe
Photoshop and Illustrator. These sites also have CD-R and Zip drives available for student use.
OFFICE OF STUDENT AFFAIRS
The Office of Student Affairs supports the academic mission of the College. It is located on the Bay
Shore campus, and is managed by the Director of Student Affairs. Its chief role is student advocacy. It
assists students through a number of support services, and a variety of organized student activities.
Students with disabilities seeking reasonable accommodations should do so through the Office of Student
Affairs. A “Handbook for Students and Applicants with Disabilities” can be obtained from this Office.
SUPPORTIVE PERSONAL ENVIRONMENT
The School of Health Sciences provides a warm and nurturing environment. Classes are deliberately kept
small to allow students as much one-on-one contact as possible, with their peers as well as faculty. Small
classes enable professors to teach efficiently, interact with students, and form mentoring relationships.
The administration is friendly and accessible, and truly cares about School of Health Sciences students.
This personal environment supports students in their effort to attain career and professional goals.
The School also has created an atmosphere in which observant Jewish students can study with the absence
of conflict between their academic pursuits and Jewish lifestyles.
ADMISSIONS
The School of Health Sciences admits students who demonstrate motivation, maturity, and a desire
to pursue a demanding career as a health care practitioner. The School of Health Sciences draws
students from all regions of the United States and from many foreign countries. Currently, more
than 700 students are enrolled in the professional programs of the School.
17
NOTE: This section addresses general admissions procedures. Individual programs in the School of
Health Sciences may have more specific requirements, which can be found in the program sections of this
Bulletin.
ADMISSIONS DECISIONS
Each program within the School of Health Sciences is responsible for final admissions decisions, utilizing
criteria developed by the program. Generally, decisions are based on an assessment of a candidate’s
academic ability, character, and potential for making a contribution to the health care field.
S t u d e n t s w h o d o n o t m e e t e s t a b l i s h e d grade point standards may petition the Admissions
Committee for consideration. The petition must be in writing and must accompany t h e a p p l i c a t i o n . I t
m u s t c l e a r l y explain extenuating circumstances that have prevented the student from meeting existing grade
point standards, and describe elements of the applicant’s background that would indicate the potential for success in the
program. The Admissions Committee may choose to admit students who have not met established admission
requirements, based on the student’s petition, application, interview and other supporting documents required as part of
the application process.
Candidates must apply directly to the Touro College School of Health Sciences. This includes candidates
who have already been admitted to other undergraduate divisions of Touro College.
ADMISSIONS PROCEDURES
Student applications, once complete, are considered on a regular basis until all spaces have been
filled. It is to the student’s advantage, therefore, to submit all documents to the Office of
Admissions as early as possible.
An application is considered complete and the candidate considered for admission when the Office of
Admissions has received all of the following:
• Application for Admission, completed, along with a non-refundable application fee.
•
Transcripts of high school and college work. All transcripts must be sent to the Office of
Admission directly by the school. Transcripts submitted by the applicant or via fax cannot be
considered official documents. The student must provide documentation of high school
graduation or a GED. The student should arrange to send transcripts of all college-level work,
degree or non-degree, even if he/she does not intend or expect to transfer credit.
•
College Board Scores. It is highly recommended that all candidates take the Scholastic
Assessment Test (SAT) administered by the College Entrance Examination Board (CEEB) or the
American College Testing Program examination (ACT). Students should arrange to have their
scores submitted directly to the Office of Admissions. For the SAT, Touro College’s score report
number is 2902; for the ACT, it is 2961. Graduate Record Exam (GRE) scores may be required
by some programs. Touro’s GRE score report number is 2902.
•
Supplementary Materials. These materials, such as a personal statement and letters of
recommendation, may be required by individual programs as part of the application package.
TRANSFER STUDENTS
Transfer students are welcome members of the School of Health Sciences learning community.
Transfer applicants are required to submit official transcripts from all colleges or universities
attended prior to applying to Touro. Official transcripts should be sent from the issuing school
directly to the Office of Admissions, 1700 Union Blvd, Bay Shore, New York, 11706.
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Candidates for admission as transfer students from other colleges and universities should meet the
academic standards required of freshmen and be in good academic standing at the institution they
currently attend. Such students should also submit a high school transcript or diploma, as well as SAT or
ACT scores.
Credits are usually awarded for humanities, physical and mathematical sciences, business, computer
sciences, education, human services, and social science courses which were completed at regionallyaccredited institutions with a minimum grade of “C”. Any decisions regarding transfer of credit for
professional courses, or for coursework taken at non-regionally-accredited institutions, are made directly
by the appropriate program director.
Students who have completed an associate’s degree at an accredited institution will receive up to 60
credits; however, they must meet the course and credit distribution requirements of their selected
program.
Transfer students may request in writing that the Office of the Registrar not evaluate prior college work
completed at another school(s). This decision is irrevocable. Students who elect this option should be
advised that credits earned for courses repeated at Touro College, which were already passed at another
institution, will not count toward the minimum credit load for full-time status.
INTERNATIONAL STUDENTS
Students from foreign countries are eligible for admission to Touro College upon graduation from high
school or the equivalent. Such students follow the same application procedure as other candidates for
admission. Students whose native language is not English, or who did not receive their secondary
education in an English-speaking country must also demonstrate proficiency in English through
satisfactory performance on either the TOEFL examination or an English Placement Exam.
All international applicants must have an original transcript of their secondary and/or college record sent
to the Office of Admissions.
Foreign Transcript Evaluation
Students with foreign transcripts are required to have them evaluated by a School of Health Sciencesapproved agency. A list of agencies is available from the Office of Admissions.
EARLY ACCEPTANCE FROM THE LANDER COLLEGES OF ARTS AND SCIENCES
Undergraduate students in the Lander Colleges of Arts and Sciences may be eligible for
guaranteed or preferred admission into some of the programs of the School of Health Sciences.
Please see the Lander College Bulletin, at www.touro.edu, for further details.
ACADEMIC RULES AND REGULATIONS
PLEASE NOTE: The following rules and regulations apply to all Touro College students. In addition,
however, students enrolled in programs in the School of Health Sciences must comply with the specific
procedures of the programs in which they are enrolled; they must also meet the specific standards of those
programs, which may exceed those described below. Students should consult the individual program
sections of this Bulletin and the student handbooks issued by individual programs for information about
the admission process, and for regulations regarding academic standing and graduation from the various
professional programs. (Should a student be dismissed from a professional program for academic
19
reasons, transfer to another Touro College program may be possible. In such cases, students should
contact the Office of the Registrar.)
THE REGISTRATION PROCESS
SELECTING COURSES
The School of Health Sciences offers Fall, Spring, and Summer semesters; for students enrolled in
Undergraduate Studies (see pp. 134-142), the summer session is more limited. Registration dates and
times, prior to the start of classes, are assigned for each semester. Students in professional programs
choose courses each semester to satisfy program requirements; Undergraduate Studies students choose
courses to satisfy core requirements and requirements in a specific major. Students who are placed in
remedial courses or in basic English writing courses are expected to take those courses in prescribed
sequence each semester unless a waiver is recommended by the faculty member and approved by the
Chair of the department. Academic advisors are available to assist in this process and sign each student’s
registration form, but the final responsibility for any academic transaction rests with the student.
Students are urged to keep copies of the paperwork for all transactions. There may be variations in this
process for online courses. A student is not registered until all appropriate paperwork is completed and
the student’s information is entered by the Registrar into the College’s computer database.
Courses are closed to students once they reach optimal enrollment. Conversely, courses may be cancelled
if there is insufficient enrollment. Students cannot complete an entire degree at an extension center.
SHS Undergraduate Studies students may take courses at other Touro locations only with prior
permission from an appropriate College official; please consult an advisor. Students may be denied credit
if they change courses or sections without filing the appropriate “Add/Drop” form. Loss of credit may
also result if a student attends a course or section he or she is not registered for or takes a course out of
sequence without appropriate written approval. Additionally, this may result in the loss of financial aid.
PREREQUISITES AND CO-REQUISITES
Many courses require a prerequisite and/or a co-requisite. A prerequisite to a course is a requirement that
must be completed by the student before he/she enrolls in a course. A co-requisite is a requirement that
must be taken by the student at the same time he/she enrolls in that course. Prerequisites and corequisites are listed together with the course descriptions for each course. Students must check that they
have the necessary prerequisites and co-requisites or have obtained a waiver for any course for which they
register.
SIZE OF PROGRAM – CREDIT LOAD
During the Fall and Spring semesters, the minimum load for a full-time student is 12 credits or semester
hours. Students in the Undergraduate Studies division of the School of Health Sciences may take no
more than 18 credits each semester (excluding summers) without receiving special written permission in
advance from the Dean or his designee. For Undergraduate Studies students, six credits is considered a
normal load for Summer sessions, with seven credits the maximum.
School of Health Sciences students in the professional programs typically take 16-18 credits per semester;
there is no credit maximum for Summer sessions.
Note: Students on probation may have limitations placed on course load by their program faculty.
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PASS/FAIL
Students may register for one course on a Pass/Fail basis each semester of their sophomore, junior, and
senior years, up to a maximum of six such Pass/Fail courses. Students who are on probation may not
take the Pass/Fail option. Note: Students who have completed 24 credits of coursework are considered
to be entering the sophomore year.
Required courses and courses within a student’s professional program or major, except those
designated by the School of Health Sciences, may not be taken on a Pass/Fail basis. Students who
elect to take a Pass/Fail course must file a “Pass/Fail Request” form with the Office of the Registrar
before the end of the second week of classes. The Pass/Fail election may not be changed after the first
two weeks of the Fall and Spring semesters or after the first week of the Summer session.
CHANGE OF PROGRAM
Adding a Course
A student may change his/her program by adding (a) course(s) within the first two weeks of the Fall or
Spring semester and within the first few days of the Summer semester. To do this a student must file an
“Add/Drop” form signed by his/her academic advisor with the Office of the Registrar. The effective date
of the program change is the day that the Add/Drop form is signed and dated by the advisor. Any form
submitted to the Registrar by a student more than two weeks after the date of the advisor’s signature will
have to be re-signed. Forms submitted directly to the Registrar by an advisor or other College official will
be processed effective the date of the official’s signature. Forms lacking a written date will be
processed effective the day they are received by the Registrar.
Dropping a Course
A student may drop (a) course(s) within the first eight weeks of the Fall or Spring semester and up to the
midpoint of a six-week Summer semester. Courses dropped within the first two official calendar weeks of
the Fall or Spring semester, or during the designated period at the start of the Summer semester, will not
appear on the student’s academic transcript. Courses dropped after this time will appear on the transcript
with the grade of “W.” For all drops, the student must file an “Add/Drop” form, following the procedure
described above for adding a course.
For some government programs, financial aid eligibility is dependent on full-time enrollment status. The
student is strongly urged to consult with the Office of Financial Aid before withdrawing to find out
his/her status and to understand what the financial effect of the change might be. Please note that any
student adding or dropping a course should also consult with the Bursar prior to submitting the form to
the Registrar’s office. Charges may apply to dropped courses in accordance with the tuition refund
schedule.
COMMUNITY SERVICE REQUIREMENT
In keeping with the Touro College mission to serve the larger community and to sensitize its students to
the realities of living with a serious health problem or disability and dealing with the healthcare system,
the School of Health Sciences requires that students in the professional programs complete at least one
credit of Community Service-Independent Study (HS 201) before graduation. Students should consult the
individual department section and their student manuals for the course description and the specific
procedures to be followed. Students in Undergraduate Studies and in the Post-Professional DPT Program
are exempt from the community service requirement.
COURSE OPTIONS
Besides taking traditional college courses in a classroom setting, students with excellent academic records
may be afforded the following opportunities to acquire college credits.
21
Directed Study
Courses listed in this Bulletin may be offered to a single student, as a directed study. The material
covered follows the standard course curriculum. Generally, students are permitted to enroll in a directed
study course only under special circumstances, for a required course not otherwise available. A directed
study course requires the same work as a classroom course, including a final examination. Students who
wish to register for a directed study course must complete an “Application For Directed Study” form and
obtain written approval from the instructor and the Program Director or department chairperson.
Independent Study
A student may take an independent study course in a specialized subject not offered in this bulletin.
Students who wish to participate in independent study must present a specific plan and complete an
“Application For Independent Study” form and obtain written approval from the instructor and the
Program Director. An independent study course typically requires an appropriate number of meetings
with the instructor, readings, a report or term paper, a final examination, or other methods of competency
evaluation as determined by the instructor.
Tutorials
Courses listed in this bulletin may be offered in an alternative mode, typically to a small group of
students. The material covered follows the standard course curriculum. Generally, students are permitted
to enroll in a tutorial under special circumstances for a required course not otherwise available. A tutorial
study course requires the same work as a classroom course including a final examination. A student in
need of a tutorial should inform the Program Director during registration.
On-Line Courses
Touro College’s Division of Distance Learning provides online courses that make it possible for students
to take courses that are either not offered at their own division or that are scheduled at an inconvenient
time or location. Students are required to take an in-person midterm and final exam. The Division offers
approximately 20 courses per semester.
Distance learners are expected to assume greater responsibility for their own learning than students in
traditional classroom-based courses. They must understand and address their own learning needs; take
initiative in asking questions and obtaining help; interact with faculty and other students as appropriate;
and be prepared to deal with technical difficulties in the two-way flow of information.
This division is distinct from Touro University International, which offers complete degree programs
online.
Life Experience Credits
Touro College recognizes that students can acquire college-level knowledge outside the classroom.
Baccalaureate degree students may request that the Life Experience Committee award up to 40 college credits
for documented learning through experience. Associate degree students may earn up to 20 credits toward their
degree after evaluation by the Life Experience Committee.
Life Experience credits are awarded only for specific Touro courses. They may not be used to satisfy a
required liberal arts core requirement or courses in the student’s major or concentration. Life Experience
credits will not be awarded for courses already completed at Touro College or other accredited
institutions of higher learning.
Guidelines and assistance for preparing the Life Experience Portfolio are available in the Office of the
Dean of Faculties of Touro College.
22
EARNING OUTSIDE CREDIT
OFF-CAMPUS CREDIT
Students wishing to take courses at another institution while attending Touro College must obtain official
permission in advance. They must submit a completed “Permit to Attend Another College” form which is
available in the Office of the Registrar. Failure to obtain official permission to take courses at another
educational institution may cause either a delay in obtaining credit or complete disapproval of the transfer
credit. Courses with passing transferable grades may not be repeated for credit at Touro College.
CREDIT BY TESTING
Equivalency Examinations
With a permit, students may receive college credit for selected subject area examinations given by the
College Entrance Examination Board – College Level Examination Program (CLEP) and Advanced
Placement Examinations (AP); Defense Activity for Non-Traditional Education Support
(DANTES); selected proficiency examinations sponsored by certain colleges, and for Excelsior College
(formerly Regents College) examinations.
Credit is generally not authorized for required courses through the CLEP program. All CLEPs in a
student’s major require approval by the department chair. The maximum number of credits accepted in
any test category is twelve, except for AP, where a maximum of thirty may by accepted.
Departmental Challenge Examinations
Students who can demonstrate proficiency in a particular subject may earn credits by taking a
departmental challenge examination. Interested students must make arrangements for taking the
examination with the appropriate department chairperson, file a “Request to Take a Challenge
Examination” form with the Registrar’s Office, and pay the necessary fee to the Bursar.
TRANSFER CREDIT
Transfer students seeking credits for previous academic work should arrange that an official transcript be
sent to their program admissions office and schedule an appointment to review and assess their transfer
credit.
As part of the admissions process, students arrange for official transcripts of all previous academic work
to be submitted directly to their programs by the institutions involved.
Credits are generally awarded after evaluation for business, education, computer science, social science,
and other liberal arts and sciences courses that were completed with a minimum grade of C at an
accredited institution. A maximum of six credits is generally granted for previous work completed in
technical or professional programs not offered at Touro College.
Credits may not be awarded for courses taken more than 10 years prior to a student’s first semester at
Touro College in computer science, natural sciences, business, and accounting. Such transfer credit in all
other areas is subject to individual departmental approval.
Students who have completed an associate’s degree at an accredited institution are assured a minimum of
60 credits but they must meet the individual course and liberal arts requirements of their selected
program.
Transfer students may request in writing to the Office of the Registrar that all prior college work
completed at a particular school not be evaluated. This decision is irrevocable.
23
Transfer students should be aware that a course taken at Touro that was previously passed at a prior
institution will not count toward full-time status for financial aid purposes. This may have adverse
financial aid implications, and a Financial Aid officer should be consulted for further information.
To be eligible for an associate’s degree, a transfer student must successfully complete at least 24 credits at
Touro College. The baccalaureate degree requires at least 45 credits in residence at Touro.
Students seeking credits for previous graduate-level academic work should request that applicable
transcripts be evaluated. If necessary, an appointment should be made with a program director to discuss
potential credit. Students are responsible for providing any course descriptions and/or syllabi needed for
accurate evaluations to be made. Graduate programs normally transfer a maximum of six credits toward a
Master’s-level degree. The decision by a program to allow transfer credits is not subject to appeal.
GRADES
ATTENDANCE AND CLASS PARTICIPATION
The classroom experience is an essential part of the educational experience. Students are expected to
attend lecture and laboratory sessions on a regular and punctual basis and to complete assignments in a
timely fashion in order to obtain the educational benefits that each meeting affords. Excessive absences or
failure to complete assignments may lead to a reduction of grade or failure of the course and loss of
financial aid. Repeated absences may lead to dismissal from the program or from the College.
GRADE TYPES
Non-Credit Courses
Pass/Fail grades of four types are assigned to developmental English courses:
P: student is ready to move to the next course level
F: student’s work was unsatisfactory; demonstrated insufficient effort; student must repeat course
R: student demonstrated progress, but must repeat course
PE: student may move to next course level on the condition that he/she receives tutoring
Each developmental English course may be repeated only once.
Credit Courses
Passing grades for credit-bearing courses on the undergraduate level are A, B, C and D with plus and
minus, and P. For the numeric equivalents of these grades, see Grade Values below. Failing grades are F
and WU. Please note that individual professional programs may higher standards for what
constitutes passing.
GRADE DEFINITIONS
F: Student attended class regularly, but did not achieve passing grades on examinations and
assignments, or stopped attending after eighth week.
W: (No penalty.) This grade is assigned when a student withdraws from a course and files an
Add/Drop form with the Office of the Registrar, signed by an academic advisor. A student who
does not file this form will receive a failing grade of F or WU depending on the number of class
sessions attended and the amount of work completed.
WU: Student stopped attending before the end of the eighth week of class, and did not file an
Add/Drop form; calculated as a failing grade.
WNA: Student never attended class. This grade is not included in calculating the student’s grade point
average (GPA).
N: No grade assigned.
24
GRADE VALUES
The following grade values are assigned for each credit-bearing course:
A+ = 4.000
A = 4.000
A- = 3.667
B+ = 3.333
B = 3.000
B- = 2.667
C+ = 2.333
C = 2.000
C- = 1.667
D+ = 1.333
D = 1.000
D- = 0.667
F and WU = 0
Note: the grade of “P” is not included in the GPA.
Grade Point Average (GPA)
The GPA is obtained by dividing the total number of grade points earned at Touro College by the total
number of course credits completed, except for those with the grade of “P”. Example: A student receives
the following credits and grades:
Grade
A
AB+
BC
Totals
Credit Hours
Grade Value Grade Points
4
x
4.000
= 16.000
3
x
3.667
= 11.001
4
x
3.333
= 13.332
3
x
2.667
= 8.001
4
x
2.000
= 8.000
18
56.334
Calculated GPA: 56.334 ÷ 18 = 3.130
TENTATIVE GRADES AND INCOMPLETES
A tentative grade of TC- to TF is given at the discretion of the instructor when a student has not
completed a required assignment or examination in an undergraduate course. Students cannot receive
academic credit for work that has not been completed. Therefore, when determining a tentative grade, the
incomplete work is graded as F.
Example: A student who has done work all semester, but does not submit a required paper, might receive
a tentative grade of TD. If the work is not completed, the tentative grade of TD becomes a final grade of
D. When the student makes up the missed work in the time allowed, a grade change form is submitted
with the student’s earned grade.
Tentative Fall grades become final on the last day of the sixth week of the following Spring semester.
Tentative Spring and Summer grades become final on the last day of the sixth week of the following Fall
semester.
Students who have not fulfilled all course requirements in a graduate-level course may receive a grade of
“INC” for the course. The program director will determine the date by which completion must occur.
DEAN’S LIST
Students who achieve records of excellence in any academic semester are placed on the Dean’s List.
(Honors at graduation are discussed below.) Criteria for the Dean’s List are a course load of at least 15
credits and a term GPA of 3.40 or better in a given semester.
REPEATING A FAILED CREDIT-BEARING COURSE
If permitted by the program, a student may repeat a course in which he/she received a grade of “F” or
“WU”. Both grades will be calculated in the grade-point average and both grades will appear on the
25
student’s permanent record.
The professional programs in the School of Health Sciences have their own policies regarding what
constitutes a failing grade in a course. Grades of “C+”, “C” or “D” may be failing in some programs. If
permitted by the program, a student may repeat a course in which he/she received a failing grade (higher
than an “F”). Both courses will appear on the student’s permanent record. The first course will have its
credit value (e.g., 3.0) changed to 0 (no credit) and its grade will not be considered in computing the
GPA. The grade will remain on the permanent academic record. The grade for the repeated course will
appear with the credits earned. Only the second grade earned will be counted in the GPA.
REPEATING A PASSED CREDIT-BEARING COURSE
A student who has taken and passed a course and wishes to repeat the course may do so only one time.
After this, the same course or any other course may not be repeated. A student may only repeat a course
in which a grade of C+ through D- has been received, and only if the overall GPA in that semester is at
least 3.0, excluding the course being repeated.
Both courses will appear on the student’s permanent record. The first course will have its credit value
(e.g., 3.0) changed to 0 (no credit) and its grade will not be considered in computing the GPA.
The grade will remain on the permanent academic record. The grade for the repeated course will
appear with the credits earned. Only the second grade earned will be counted in the GPA.
The student must file a “Request to Repeat a Passed Course” form with the Office of the Registrar at the
time of registration. Failure to submit this form may result in the loss of credit for the second grade
earned.
In cases where the student has received permission to take a course(s) at another college and/or submits a
transcript to the Office of the Registrar that indicates passing transferable grades (e.g., C or better), the
course(s) may not be repeated for credit at Touro College. If repeated at Touro, credit will be denied for
the repeated course, although the grade for that course will be allowed to remain on the student’s record.
The repeated passed course will not count toward the student’s minimum credit load for financial aid
purposes.
ACADEMIC ADVISEMENT
The School of Health Sciences attempts to maximize each student’s professional, intellectual and personal
growth. To this end, each program within the School of Health Sciences assigns its students to faculty
advisors who follow the student’s progress throughout their academic programs. Advisors assist students
with academic problems, course registration, career planning, and graduate and professional school
options. All students have the responsibility to:
• make regular appointments to see their advisors;
• become knowledgeable about College rules and procedures as well as graduation requirements;
• file the appropriate forms at the scheduled times;
• take full responsibility for planning and carrying out their program of study;
• register for appropriate courses, meeting all prerequisites in a timely fashion.
Students with psychological or serious personal problems that interfere with their academic progress may
ask to be referred to outside professionals for counseling.
CREDITS AND SEMESTER HOURS
Contact Hours
26
The standard unit of measuring a student’s course of study is the semester hour. One semester hour is
equal to one hour per week of classroom instruction for a full term, plus homework and assignments.
College-level lecture courses are normally assigned one credit per semester hour. Generally, courses that
include laboratory assignments will include additional contact hours. For students taking developmental
courses, which carry no credit, contact hours are used to determine full-time status for financial-aid
purposes.
Class Standing
The minimum number of completed credits needed for membership in each class is:
Lower Freshman
entry
Upper Freshman
12
Lower Sophomore
24
Upper Sophomore
40
Lower Junior
56
Upper Junior
72
Lower Senior
88
Upper Senior
104
ACADEMIC PROGRAMS AND FINANCIAL AID
A student who has received tuition assistance grant awards from the New York State Tuition Assistance
Program (TAP) is required to complete at least 6 credits each semester of the first year in which he/she
receives an award, 9 credits in each semester of the second year, and 12 credits in each semester of the
third and fourth years, with any grade other than W, WU or WNA. Students who withdraw from all
courses in any semester or who fail to maintain satisfactory progress, are ineligible to receive TAP grants
from that point, unless they receive a one-time TAP waiver.
Academic Standard Chart
A student’s enrollment status in a given professional program is determined by the faculty of that
department and is published in the individual program section of this Bulletin, and in each program’s
student manual.
For purposes of financial aid eligibility, the charts below indicate the number of credits the student must
complete and the minimum GPA that must be achieved to maintain satisfactory progress.
To determine the number of credits a student must complete and the minimum GPA that must be
achieved to remain in good academic standing, locate the student’s semester of study in the first row and
read down the column.
Charts for Financial Aid Eligibility
Calendar: Semester Program: Associate’s Degrees & Certificate Programs
Before being certified for this payment
A student must have accrued at least this many
credits
With at least this grade point average
1st
0
2nd
3
3rd
9
4th
18
5th
30
6th
45
.0
0.5
0.75
1.30
2.0
2.0
7th
8th
Calendar: Semester Program: Baccalaureate Program
Before being certified for
1st 2nd
3rd
4th
5th*
this payment
6th
9th**
10th**
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0
A student must have
accrued at least this many
credits
With at least this grade
0
point average
3
9
21
33
45
60
75
90
105
1.1
1.2
1.3
2.0
2.0
2.0
2.0
2.0
2.0
Calendar: Semester Program: Graduate Divisions other than the Law Center
Before being certified for this payment
1st
2nd
3rd
4th
0
6
12
21
A student must have accrued at least this many
credits
With at least this grade point average
0
2.25
2.5
2.75
5th*
31
3.00
*New York State regulations require that students maintain a “C” average (2.0) starting with their fifth
TAP payment. Students may petition for a waiver from the Committee on Academic Standing if there
are extenuating circumstances.
** Only students in approved five-year undergraduate programs may receive more than 8 semesters of
undergraduate awards of New York State Financial aid.
Students failing to meet these standards may be subject to loss of student status and/or financial aid.
According to New York State guidelines, one TAP waiver only of these standards may be requested
during the student’s undergraduate career. A student may receive more than one “C” waiver under limited
circumstances. Please consult with your advisor.
A transfer student, after an official evaluation of his/her transcript, is placed on the Academic Standard
Chart in accordance with the number of transfer credits he/she receives, and is expected to progress along
the chart from that point. Transfer students and part-time students should consult the Office of the
Registrar to determine their position on the Academic Standard Chart.
ACADEMIC PROGRESS AND STANDING
SATISFACTORY PROGRESS
A student is in good academic standing when he/she is admitted to or enrolled in a degree or certificate
program. Students who are admitted provisionally are fully matriculated on the associate’s degree level
and in good academic standing.
The student is expected to maintain satisfactory progress toward the completion of his/her course of
study. Students who fail to remain in good academic standing may be dismissed from the College. In
order to maintain good academic standing, a student must demonstrate satisfactory progress toward
his/her certificate or degree. This progress is measured in terms of the Academic Standard Chart (see
page ___). This chart applies to students who have completed their developmental semesters.
A transfer student, after an official evaluation of his/her transcript, is placed on the Academic Standard
chart in accordance with the number of transfer credits he/she receives, and is expected to progress along
the chart from that point. Transfer students and part-time students should consult the Office of the
Registrar to determine their position on the Academic Standard Chart. Please note: Students who have
received financial aid for work completed at other colleges, even if not transferred to Touro, will have
that work included in determining financial aid eligibility.
28
PROBATIONARY STATUS
A student who is admitted on probation may be removed from probation upon completing 12 credits with
a GPA of 2.5 or 24 credits with a GPA of 2.0. A probationary student who fails to achieve a 2.0 GPA
after attempting 24 credits may be dismissed from the College.
A student is placed on probation when he/she fails to maintain a cumulative GPA of 2.0. Students on
probation may only carry a maximum course load of 12 credits and/or semester hours in the Fall or Spring
semesters, and six credits in a Summer semester.
Probationary students are given one semester to raise their cumulative GPA to 2.5. If they do not, they
advance to their second probationary semester, at the end of which their cumulative GPA must be 2.0.
A probationary student who does not achieve a cumulative 2.0 GPA within these two semesters may be
dismissed from the College. Students who received academic dismissal may appeal to the Committee
on Academic Standing for readmission.
Students are expected to demonstrate continued progress in their developmental English courses. Students
will be allowed to repeat each developmental English or ESL course only once. Students who fail the
same course twice are not making satisfactory progress and may be dismissed from the College. A
student who withdraws after five weeks of the semester will be considered to be repeating the course
upon his/her next attempt at the course. Students who withdraw twice from any such course are not
considered to be making satisfactory progress and may be dismissed from the College.
MAXIMUM TIME-FRAME
Students must complete their program within a maximum time-frame equivalent to 150 percent of the
length of the program in which they matriculate, measured in terms of credit hours and credit hours
attempted (credit hours attempted do not include remedial non-credit courses). For example, students
matriculated in a 120-credit baccalaureate program should complete their program before they have
exceeded 180 credits attempted. Students enrolled in a 60-credit associate’s degree program should have
earned their associate’s degree before they have exceeded 90 credits attempted. Students who fail to
complete degree requirements within the maximum time frame may lose eligibility for financial aid
and/or be dismissed from the College.
COMMITTEE ON ACADEMIC STANDING
The Committee on Academic Standing deals with a wide range of academic problems of students at
Touro College. It is a standing committee composed of faculty and senior staff from the various schools
of the College. The Committee hears student requests for readmission, waivers of academic
requirements, acceptances of course equivalents, and retroactive withdrawals from courses or leaves of
absence from school. The Committee also hears appeals concerning probation and academic dismissal,
and waivers regarding the Tuition Assistance Program (TAP). In some cases students may appeal grades
(see page 61), provided all other means of resolving grade disputes have been explored. A student who
wishes to make an appeal must follow these steps:
1. See his/her academic advisor for assistance in completing a student appeal form. The appeal
should:
a. State the student’s name and Social Security number.
b. Specify course(s) and/or semester(s) in question.
c. Explain clearly the reasons for making the appeal.
d. Include documentation to support the appeal.
e. Include the signature of the student and advisor.
2. If the reference in the petition is to a medical or personal hardship, submit documentation such as
29
medical notes, notices of hospitalization, or birth or death certificates, or other relevant
documentation. Please see your advisor for additional examples.
3. Sign the appeal form and give it to the academic advisor, who will forward it to the Committee.
Following submission, the student will receive a written response from the Committee accepting
or rejecting the appeal. The Committee may also respond by detailing sanctions, listing
conditions under which the appeal is to be granted, or tabling the appeal and requesting additional
documentation. The decisions of the Committee are final and do not constitute precedents for
future situations.
4. Petitions must be submitted at least 10 business days before a scheduled Committee meeting.
The Committee normally meets every 4-8 weeks.
LEAVING THE COLLEGE
GRADUATION
APPLICATION FOR GRADUATION
It is the student’s responsibility to schedule a graduation conference with an academic advisor during the
semester before completing his/her certificate or degree requirements to determine whether the
requirements are being met. After the graduation conference, the student must notify the Office of the
Registrar that he/she is a candidate for graduation by completing the “Application for Graduation” and the
“Major or Concentration” forms during November for January graduates and March for June graduates.
The “Application for Graduation” is accompanied by a graduation fee. Students who complete their
certificate or degree requirements in January, June, or September of a given year participate in the School
of Health Sciences commencement exercises.
Participation in these ceremonies does not necessarily mean that the student has graduated.
Graduation is certified by the Office of the Registrar only after auditing the student’s record for
completion of all certificate or degree requirements.
Graduation Requirements and Standards
Students who have been admitted without a high school diploma or its equivalent must demonstrate that
they have obtained this credential before being awarded a degree by the College.
Candidates for the associate’s degree must complete a minimum of 60 credits, three-fourths of which
must be in liberal arts for Associate in Arts candidates, and one-half of which must be in liberal arts for
Associate in Science candidates. Candidates for the baccalaureate degree must complete 120 credits,
three-fourths of which must be in liberal arts for the Bachelor of Arts, and one half of which must be in
liberal arts for the Bachelor of Science. Courses in business, computer science, education, and human
services are generally considered professional courses and do not fulfill the liberal arts requirement.
In order to graduate, students must achieve an overall GPA of at least 2.00 (“C” average) for classes taken
at Touro. Within the major or concentration, students must achieve an average of 2.30 (“C+” average).
Some departments may require a higher average in their major or concentration. Students should consult
each department for its requirements.
No student may take all courses for a degree at an extension center or site. Advisors will inform
students of which locations are extension centers or sites.
30
To be eligible for a certificate or an associate’s degree, a student must successfully complete at least 24
credits in residence at Touro College. The baccalaureate degree requires at least 45 credits in residence at
Touro.
Students must complete at least fifty percent of the coursework for their major at Touro College.
HONORS AND AWARDS AT GRADUATION
Associate and baccalaureate degree candidates are eligible for honors upon graduation. Honors are
awarded to graduates who have earned a cumulative GPA of 3.5 or better for associate’s candidates and
3.4 or better for baccalaureate candidates. To determine eligibility for these honors, the cumulative GPA
is calculated by averaging grades earned since entering the College up to but not including the Spring
semester prior to graduation in June.
Associate’s candidates are recognized as follows:
Academic Excellence – 3.70 to 4.00
Academic Distinction – 3.50 to 3.69
Baccalaureate candidates who have completed at least 60 credits at Touro receive the following Latin
honors at graduation:
Summa Cum Laude – 3.80 to 4.00
Magna Cum Laude – 3.60 to 3.79
Cum Laude – 3.40 to 3.59
LEAVES OF ABSENCE AND READMISSION
Leaves of Absence may be granted for medical or personal reasons. Students who wish to request a Leave
of Absence should petition, in writing, the director of the program in which he/she is enrolled, stating the
reason for his/her request. Students are also required to file a Leave of Absence form with the Office of
the Registrar. Leaves of Absence are normally granted for periods of no more than one year.
Students who are on leave should request, in writing, readmission to their program at least six weeks prior
to the start of the semester in which they wish to resume their studies. The Program Director will
determine if permission will be granted for a student to return from a Leave of Absence. To return
from a medical Leave of Absence, the student must also submit evidence, such as a letter from the
student’s physician or an evaluation by a responsible medical authority, that there is no medical
impairment that would prevent the student from fully participating in all phases of the program.
Based on prior grades, some requests for readmission require approval from the Committee on Academic
Standing (CAS). The Office of the Registrar will inform the student as to whether he/she may register for
classes or whether the student must obtain CAS approval.
WITHDRAWAL FROM THE COLLEGE
Students who wish to withdraw from their studies at Touro College in good standing should give official
notification to the director of the program in which they are enrolled and to the Office of the Registrar
by completing a “Permanent Withdrawal” form. The date of the withdrawal is the date the official
notification is received by the Office of the Registrar.
TUITION LIABILITY FOR WITHDRAWAL
Students wishing to withdraw from the College must contact the Office of the Registrar. On approved
applications and when withdrawing from ALL classes, the following withdrawal credit schedule will
apply:
31
Fall and Spring Sessions
Before the opening day of class:
During the 1st week of class:
During the 2nd week of class:
During the 3rd week of class:
During the 4th week of class:
After the 4th week of class:
Summer Semester (if 6 weeks or less)
Before the opening day of class:
During the 1st week of class:
During the 2nd week of class:
After the 2nd week of class:
l00% of tuition
90% of tuition
75% of tuition
50% of tuition
25% of tuition
No credit given
l00% of tuition
60% of tuition
20% of tuition
No credit given
Please note that, when a student in receipt of Title IV funds withdraws from school, a Federal
recalculation takes place. You may obtain a copy of these regulations from the Financial Aid office.
If the student has not paid full tuition and fees for the term in which the withdrawal takes place, he or she
must pay the proportionate amount noted above before leaving the College. In cases of academic
dismissal, tuition paid in advance for the term immediately following the dismissal date will be 100%
refundable.
PAYING FOR COLLEGE
THE BURSAR’S OFFICE
The function of the Bursar’s Office is to collect tuition and fees from students on behalf of the
College. To that end the Bursar’s Office is responsible for charging tuition to student accounts
according to the college fee schedule and for collecting payments from students. The Bursar will
send each student statements until the bill is paid.
As a result of the large variety of funds available to students, some students may receive funds in
excess of their tuition and fee charges. Such funds are returned to students to be used for other
college-related expenses.
The Bursar’s Office is responsible for disbursing funds to students resulting from tuition
overpayments of any type. These disbursements are commonly referred to as “refunds.” Refund
checks are issued following Federal and State guidelines once satisfactory attendance and academic
progress are verified.
TUITION AND FEES
Expenses associated with attending Touro College School of Health Sciences may include tuition,
fees, supplies, books, transportation and housing, medical and liability insurance, uniforms, and other
living expenses. Tuition and some fees vary by program. Required clinical training experiences may
involve additional expenses for individual students. Specific expense estimates can be found in the
program sections of this bulletin.
Tuition and fees are payable to the Bursar upon registration at the beginning of each semester. Students
may pay by personal checks, bank checks, certified checks, money orders or Visa/Master Card. Students
financing a portion of their education through grants, loans, or scholarships must provide proof of such
award at registration. Students without such documentation will be expected to pay the full tuition bill and
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will be refunded any excess once the award is received by the College.
FINANCIAL AID
GENERAL INFORMATION
The Office of Financial Aid for the School of Health Sciences is located on the first floor, 1700 Union
Boulevard, Bay Shore, NY 11706. The phone number is (631) 665-1600. The main Financial Aid Office
at Touro College also serves School of Health Sciences Manhattan students and is located in Manhattan at
27-33 West 23rd Street, New York, NY 10010-4202; Phone: (212) 463-0400.
Financing a college education at Touro may seem to be out of reach, but most students may receive
sufficient aid to meet their college charges. Since the process of applying for and receiving aid is
complex, college personnel are available to assist students in understanding the requirements of the
system. The following information is provided to clarify the process and detail the various types of
financial aid available to students.
Many students at Touro College pay for tuition and fees by applying for and receiving a variety of grants,
scholarships, and loans. Other students pay by check or money order or develop a payment plan with the
Bursar. Regardless of the method of payment chosen, all tuition must be paid in full each semester.
Students who experience problems in paying their tuition should confer immediately with the Bursar.
Touro College participates in federal and state grant and loan programs. These sources are designed to
assist qualified students who have limited resources to attend college. The financial aid program is
designed to ensure that students who demonstrate need will be able to complete their course of study with
minimal financial concerns.
Financial aid policies are designed to help bridge the gap between the cost of attending school and the
student’s available resources. Most awards are determined by need, but financial need has no bearing on
admission decisions. It is to this end that Touro College participates in and receives funds from federal,
state, and local sources, some of which may include:
• Federal Pell Grants
• Federal SEOG Grants
• Federal Family Educational Loans Program (Stafford Loans)
• Federal Perkins Loan Program
• Federal College Work Study Program (CWS)
• NYS Scholarships Program
APPLICATION PROCEDURE
Students who wish to apply for financial aid must complete a Free Application for Federal Student Aid
(FAFSA or a Renewal FAFSA), and submit it to the government once every academic year. The FAFSA
may be completed and submitted in the following ways:
• Electronic submission by the financial aid staff at Touro College.
• Through the Internet by using FAFSA on the Web.
• By sending a paper FAFSA or Renewal FAFSA via the mail to the federal processing center.
Financial aid counselors are available to assist students in completing their applications for financial aid.
Applicants and their parents are required to provide documentation of family income, such as federal and
state income tax returns, public assistance budget letters, etc., for the year prior to that for which they are
seeking aid, and under certain circumstances, for the current year as well.
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Touro College accepts the FAFSA, which is required for all loans and other federal programs. The federal
code for Touro College is 010142. New students can obtain the FAFSA form through the financial aid
office, or the Office of Admissions when they submit their application for admission. Continuing students
may complete the FAFSA over the Internet, or by using the actual form.
Applications become available in December for the upcoming school year. Students are strongly advised
to file the FAFSA immediately, even before they receive an admission decision from Touro College. New
students applying for any type of federally funded financial aid must arrange to have a financial aid
transcript from all previously attended colleges, universities, or professional schools forwarded to the
financial aid office.
Eligibility for financial assistance is determined by means of a federally recognized needs analysis
system. This system reviews and evaluates the student’s income and assets, and determines what amount
of personal resources should be available to meet the cost of education as determined by the college. If
resources are less than expenses, then students are considered to have an established financial need, and
are eligible to receive financial aid funds. The above is based on the premise that students will submit all
required documentation on time to the Office of Student Financial Aid, and that there are financial aid
funds available at the time the application is reviewed.
STUDENT BUDGETS
A student budget is an estimate of the amount of money that it will cost a student to attend college. It
includes tuition, fees, books and supplies, transportation, housing and food, and personal expenses.
Additional allowances may be made for unusual expenses. Student budgets are set each year by the
college based on the average expenses of all students who are either dependent or independent. The
budget may only be adjusted if an individual can document an unusual expense not incurred by the
average student.
The Touro College financial aid policy assumes that all students should be prepared and willing to
provide some of the financial resources needed during their enrollment. In most cases, students do so by
providing funds to cover their expenses for living (rent, food, utilities, transportation) and the college
attempts to fund the direct educational costs (tuition, books fees, and supplies). In some cases, usually
through loans or work-study programs, the college assists students with their living expenses.
The college will attempt to allocate its limited financial aid resources among as many students as possible
thus offering education opportunities to a large number of individual students. Students should not expect
to be fully covered by financial aid. Financial assistance is offered to cover only the students’ educational
expense.
In order to maintain as limited indebtedness as possible, Touro College encourages students to investigate
other avenues for possible grants, scholarships, low interest rate loans, and free funds. Other
financial resources include religious organizations and private organizations with which students or
family members are currently affiliated.
FINANCIAL ASSISTANCE PROGRAMS ADMINISTERED BY
FEDERAL AND STATE AGENCIES
FEDERAL PROGRAMS
The Federal Government funds several financial aid programs, including Federal Pell Grants, Federal
Supplemental Educational Opportunity Grants (FSEOG), Federal College Work-Study Programs
(FCWS), Federal Family Education Loan Programs (Stafford Loans) and Federal Parent Loans for
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Undergraduate Students (FPLUS), and the Federal Perkins Loan Program (formerly the National Direct
Student Loan Program).
Eligibility
In order to be eligible for Federal aid a student must:
1. have financial need
2. have a high school diploma, a GED, or have the “ability to benefit”
3. be enrolled half-time or more as a matriculated student (must be full time for TAP)
4. be in good academic standing and making satisfactory progress
5. be a U.S. citizen or eligible non-citizen
6. not be in default on a Federal Perkins Loan (or National Direct Student Loan), Federal Stafford Loan
(subsidized and/or unsubsidized) Guaranteed Student Loan or Federal Supplemental Loan for Students
(SLS)
7. not owe a refund on a Federal Pell Grant, Federal Supplemental Educational Opportunity Grant
(SEOG), or State Student Incentive Grant (SSIG)
8. not be a student who has been convicted under Federal or State law for possession or sale of a
controlled substance while in school and be ineligible for Title IV aid.
The period of ineligibility would begin from the date that the student is convicted of the offense and is
as follows:
Convicted for possession of a controlled substance:
First offense – 1 year
Second offense – 2 years
Third offense – Indefinite
Convicted for selling a controlled substance:
First offense – 2 years
Second offense - Indefinite
A conviction must appear on the student’s record at the time his/her eligibility is being determined for
the student to be deemed ineligible for Title IV aid. A student who is convicted of both possession and
sale of a controlled substance will incur the loss of eligibility for overlapping offenses at the same time.
9. agree to use any federal student aid received solely for educational purposes
10. sign a statement of educational purpose/certification statement on refunds and defaults
11. sign a statement of registration status with Selective Service
12. sign a statement certifying compliance with requirements of the Anti-Drug Abuse Act
THE FEDERAL PELL GRANT PROGRAM
The Pell Grant Program is a need based entitlement program which makes funds available to
undergraduate students who are pursuing their first Baccalaureate Degree and are enrolled in part-time or
full-time study.
Students may also receive a Pell Grant for up to one full year of remediation. For degrees that require five
years of study, students may be eligible to receive Pell Grants for six years.
The U.S. Department of Education uses a standard formula to evaluate the information reported on the
student’s aid application. The formula produces an Expected Family Contribution (EFC). Award amounts
are determined by the expected family contributions, cost of attendance, and enrollment status.
THE FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (FSEOG)
The Supplemental Educational Opportunity Grant is awarded by the institution to undergraduate students
who demonstrate exceptional financial need relative to other applicants at the institution with priority
given to Pell Grant recipients. Awards are based on student financial need and availability of funds and
are granted at the discretion of the institution. A student may receive grants during the period required to
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complete a first baccalaureate degree. Because these funds are limited, there is no guarantee that every
eligible student will receive an SEOG award.
THE FEDERAL COLLEGE WORK STUDY PROGRAM
The Federal College Work-Study Program provides both on and off campus jobs to eligible
undergraduate and graduate students who wish to earn money to help cover their educational expenses.
Students who work on campus are employed by the college. Students who receive off campus placements
will usually be employed by a private non-profit organization or a local, state or federal public
agency. The work performed must be in the public interest. If the off campus job is with a private sector
employer, then the job should be related to the student’s course of study.
Participation in the program is determined by student eligibility, need, institutional funding and job
availability. Preference is given to students who can demonstrate exceptional financial need. The college
is responsible for selecting recipients and determining award amounts. Factors considered by the financial
aid office in determining whether and for how many hours the recipient may work under this program
include: financial need, class schedule, academic progress, and the student’s health status. The level of
salary must be at least the minimum wage.
Students are currently permitted to work up to 25 hours per week when school is in session and up to 30
hours per week when school is not in session. Rates of pay vary depending on the student’s experience in
a position and the level of study.
Current work-study annual awards generally range up to $5,800 for students with fall and spring work
schedules. In some cases, awards may exceed these amounts.
THE FEDERAL PERKINS LOAN PROGRAM
Touro College participates in the Federal Perkins Loan Program. The Federal Perkins Loan Program is a
low interest (5%) educational loan offered to undergraduate and graduate students with exceptional
financial need such as students with the lowest Expected Family Contribution (EFC).
As of October 1998, Federal regulations stipulate that undergraduate students may borrow up to $4000
per year with an aggregate loan limit of $20,000 for all undergraduates who have completed 2 years of
school. Graduate or professional students may borrow up to $6000 per year with an aggregate loan limit
of $40,000.
The amount of the loan is determined by the school based on the student’s financial need and the
availability of funds. Borrowers must sign a promissory note at the time the loan is taken agreeing to
repay the loan and must attend an exit interview before leaving school.
At Touro, awards range up to $2000 per academic year. No interest accrues while the student is in
college. For Perkins Loan borrowers, repayment begins nine months after graduation or leaving school, or
after a student drops below half-time status. An additional extension is permitted for low-income
borrowers. Borrowers are allowed up to ten years to repay the loan with repayment beginning at the end
of the grace period. Monthly payment amounts are determined by the size of the debt and the length of the
repayment period.
Repayment for students who borrowed under the old NDSL program will begin after a nine-month grace
period for those who borrowed before October 1, 1980, and after a six-month grace period for those who
borrowed on or after October 1, 1980. Repayment may be deferred or canceled partially or completely
under certain circumstances. For detailed information regarding the rights and responsibilities of a
borrower, deferments and/or cancellations, please contact a financial aid administrator.
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THE FEDERAL STAFFORD LOAN PROGRAM (formerly the Guaranteed Student Loan
Program - (FGSLP)
The Federal Stafford Loan Program enables students to borrow money at a low interest rate in order to
help meet educational expenses. Banks, credit unions, savings and loan associations, and other lenders
participate in the program. Lenders may determine to whom to lend within Federal Stafford eligibility
guidelines.
To be eligible for a Stafford Loan, a student must:
1. Be a U.S. citizen or permanent resident alien
2. Be enrolled at least half-time, or accepted for enrollment in a degree certificate or other program
leading to a recognized credential or be enrolled in a course of study necessary for enrollment in a
degree or certificate program at an approved college, university or other post-secondary institution in
the United States or in a foreign country
3. Not be in default or in refund status for any federal Title IV program at any institution
4. Determined to be eligible or ineligible for a Pell Grant, TAP, and other financial aid program
5. If applicable, be registered with the Selective Service System and sign a statement of registration
status
6. Have a Social Security card (submit a photocopy)
7. Sign a statement of educational purpose certification statement on refunds and default
8. Sign a statement certifying compliance with requirements of the Anti-Drug Abuse Act
Subsidized Federal Stafford Loan
Students who borrow a need-based Federal Stafford Loan benefit from the federal government paying the
interest while they are in school or in deferment. Need-based loans are called Subsidized Federal Stafford
Loans because the government subsidizes these loans until repayment begins.
Unsubsidized Federal Stafford Loan
Students may also qualify for Unsubsidized Federal Stafford loans. The federal government does not pay
interest on students’ behalf on these loans. Students must pay all the interest that accrues on the loan
during their period of enrollment, during the grace period, and during periods of repayment authorized for
deferment. There are two ways to pay interest during these periods:
1. The students may make monthly or quarterly payments to their lender.
2. The student and lender may agree to add the interest to the principle of the loan, but no more often
than quarterly (this is called capitalization). If the student does not make interest payments on schedule
while in school or authorized periods of deferment, the interest will be capitalized.
Loan amounts will be disbursed in multiple payments sent to the school and made co-payable to the
student and to Touro College. Fees up to 4% of the loan will be deducted proportionately from each
disbursement. A portion of this fee goes to the federal government to help reduce the cost of the loan. The
loans are insured by the guarantee agency in each state and reinsured by the federal government.
Borrowers must sign a promissory note agreeing to repay the loan and must attend an entrance interview
when applying for the loan and an exit interview before leaving the school.
A Stafford Loan first disbursed on or after July 1, 1998 has a variable interest rate. The interest rate is
adjusted annually on July 1, and that rate remains in effect through June 30 of the following year. The rate
is calculated by adding 1% to the bond equivalent rate of securities with a comparable maturity as
established by the Department of Education.
Borrowers are given a six-month grace period after they graduate, leave school or drop below half time.
Subsidized loan borrowers do not have to pay principle or interest during that period. Unsubsidized loan
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borrowers will be responsible for the interest during the six months grace period. Borrowers will be
notified of the date repayment begins but are responsible for beginning repayment on time regardless of
notification.
After ceasing to be at least a half-time student, the borrower must make formal arrangements with the
lending institution for repayment. The following regulations apply:
1. Depending on the amount of the loan, the minimum monthly payment will be $50 plus interest.
Under unusual and extenuating circumstances, the lender, on request, may permit reduced payments.
2. The maximum repayment period is ten years.
3. Repayment in whole or in part may be made at any time without penalty.
4. Loans may be consolidated resulting in larger repayment.
Payment of principle and interest for Subsidized Stafford Loans, and just principal for Unsubsidized
Stafford Loans may further be deferred for certain categories of borrowers such as Public Health Service
officers, the temporarily totally disabled, full-time Peace Corps, VISTA, or ACTION program volunteers,
full-time teachers in shortage areas, the unemployed (up to two years), those in internships required
before entering a profession (up to two years), those on parental leave (up to six months), and certain
mothers of preschool age children (up to twelve months), etc.
Under certain other conditions repayment of a Stafford Loan may be canceled either partially or in full.
For more details on repayment, deferments, cancellations etc., please contact your financial aid
administrator, the organization that holds your loans, or the guaranty agency in your state.
Additional Costs of Borrowing: Loan Fees
In addition to interest, FFEL, borrowers also pay insurance premiums and origination fees on their loans.
A lender charges each FFEL borrower an origination fee. A guaranty agency charges the lender an
insurance premium on each loan it guarantees. Generally, the lender passes this cost onto the borrower.
The maximum insurance premium that a guarantee agency may charge the lender of a Stafford Loan or
Plus Loan is a one-time fee not to exceed 1% of the principal amount of the loan. If the lender passes this
charge on to the borrower, the fee must be deducted proportionately from each loan disbursement.
The origination fee is 3% of the principal amount of the loan. A lender may (but is not required to) charge
an origination fee on an Unsubsidized Stafford Loan. The lender must deduct (collect) the origination fee
proportionately from each disbursement regardless of the type of loan on which it is being charged.
FEDERAL PARENT POANS FOR STUDENTS (FPLUS) (formerly Parental Loans for
Undergraduate Students)
A borrower under this program must be the parent of a financially dependent undergraduate student.
Students’ eligibility criteria are comparable to those for Stafford Loans, except that FPLUS Loans
require no financial need. The parents must have good credit histories. The amounts borrowed in any year
cannot exceed educational costs taking into account all other financial aid received. The borrower must
sign a promissory note at the time the loan is taken agreeing to repay the loan. Repayment must begin
sixty days after the loan is disbursed.
The loan amount is disbursed in multiple payments sent to the school and made co-payable to the parent
and Touro College. A loan that is first disbursed on or after July 1, 1998, has a variable interest rate not to
exceed 9%. The interest rate is adjusted annually on July 1.
Students and parents should note that the school can refuse to certify a loan application or can certify a
loan for the amount less than the students’ parents would be eligible for if the school documents its reason
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for the action and informs the parents of the reason in writing. The school’s decision in such cases is final
and cannot be appealed to the U.S. Department of Education.
For detailed information regarding the rights and responsibilities of a borrower, deferments,
cancellations or loan consolidations, please consult with a financial aid administrator.
FEDERAL CONSOLIDATION LOANS
Loan consolidation enables a borrower with several loans to obtain one loan with one interest rate and
repayment schedule. An eligible lender will pay off the students’ existing loans and create a new loan to
replace them. A defaulted loan may be included in a consolidation loan if the borrower has made
satisfactory repayment arrangements with the holder of his/her loan. A borrower can also consolidate a
defaulted loan if he or she agrees to repay the consolidation loan under an income-sensitive repayment
plan. A lender must offer standard, graduated, and income-sensitive repayment options on consolidated
loans.
To be eligible for a consolidation loan, a borrower must be in the grace period or in repayment status on all
loans being consolidated.
The repayment period varies from 10 to 30 years depending on the amount consolidated. The interest rate
for a consolidation loan is the weighted average of the interest rates of the loan consolidated. There are no
insurance premium or other fees for loan consolidation.
VETERANS ADMINISTRATION (VA) BENEFITS
Many programs of educational assistance benefits are available to those who have served in the
active military, naval or air service and to their dependents. Detailed information on all veterans’ benefits
and assistance in applying for benefits can be obtained from offices of the Veterans Administration.
NEW YORK STATE PROGRAMS
Touro College participates in state funded grant programs such as the Tuition Assistance Program (TAP),
the New York State Scholarship Program and Aid for Part-Time Study (APTS).
TUITION ASSISTANCE PROGRAM (TAP)
The Tuition Assistance Program is an entitlement program which means all eligible applicants will
receive an award.
Application
Starting with the 1998-99 academic year, students and families must initiate the TAP application process
by completing and filing the Free Application for Federal Student Aid (FAFSA). HESC will use the
FAFSA data to preprint an Express TAP Application (ETA) form. All students must review the
information preprinted on the ETA form, change any incorrect items, complete any missing items, then
sign and return the form to HESC.
After a student sends back the Express TAP Application (ETA), he/she will get a TAP/NY State
Scholarship Award Notice. If additional information is needed to process the TAP award, students will
receive a Request for Information from the NYS Higher Education Services Corporation (HESC).
Students should be sure to provide the information by the date indicated.
Please note that HESC verifies income data with the NYS Department of Taxation and Finance for all
applicants.
Eligibility
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In order to be eligible for a TAP award, a student must be:
1. A U.S. citizen, permanent resident alien, a paroled refugee, or a conditional entrant to the United
States;
2. A New York State resident for at least one year prior to the semester for which aid is sought;
3. Enrolled full-time and matriculated in an approved NYS post-secondary program;
4. In good academic standing;
5. Within the prescribed NYS income limits;
6. Not in default of a loan guaranteed by NYS Higher Education Services Corporation;
7. Students who have received four semesters of the state funded financial aid must have achieved
and must maintain a C average in order to continue to be eligible.
The amount of the TAP award is scaled according to type of school, level of study, tuition charge, and
net taxable income. For single independent students with no tax dependents, the maximum annual TAP
award for first-time recipients in 1999-2000 and in 2000-2001 is $3,025. For dependent students, married
students, and single independent students with dependents, the maximum annual TAP award for first-time
recipients in 2000-2001 and thereafter was raised to $5,000 from $4,125 in 1999-2000. The maximum
annual TAP award for students who first received TAP prior to 1989-1990 is $3,400 for single
independent students with no tax dependents, and $3,650 for dependent students, married students, and
single independent students with dependents.
The maximum TAP award for students who first received TAP in 1988-1989 or earlier is $2,000 for
single independent students with no tax dependents and $2,850 for dependent students, married
students and single independents with dependents.
Undergraduate students are eligible for up to 4 years (8 semesters) of TAP for full-time study at Touro in
a baccalaureate program.
TAP Waiver
A student is not eligible to receive a TAP award if in the previous semester, he/she:
1. Withdrew from all courses any time after the first day of classes or
2. Completed fewer than 6 credits in each semester of the first year of the award, 9 credits each
semester of the second year, and 12 credits each semester of the third and fourth years of TAP
awarding and/or
3. Earned fewer credits than, or achieved a grade point average (GPA) less than required by the
Academic Standard Chart.
A student who failed to meet one or more of the above conditions must receive a TAP waiver from the
Committee on Academic Standing to be eligible to receive further TAP awards for the subsequent
semesters
AID FOR PART-TIME STUDY (APTS)
APTS is not an entitlement program. It is a campus-based program. The College elects recipients and
determines individual award amounts. To be eligible, students must:
1. be enrolled part-time in an approved program or credit-bearing certificate or diploma program in
New York State (part-time study for APTS is defined as enrollment for at least six but fewer than
twelve semester hours).
2. have earned at least six semester hours of credits
3. meet the income limits
4. be in good academic standing
5. not be in default of a loan guaranteed by NYS Higher Education Services Corporation
6. be a New York State Resident
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7. be either a U.S. citizen, permanent resident alien, or refugee
8. apply for a Federal Pell Grant if eligible
9. have a tuition charge of a least $100 per year
10. have remaining TAP eligibility
The number of recipients and the amount of each award is determined by the individual institution.
Awards for qualified students range up to $2,000 per academic year depending on tuition charges. An
APTS award cannot exceed tuition charges.
Please contact the Financial Aid Office if you are interested in applying for APTS Scholarships for
Academic Excellence. This scholarship program is based on academic excellence as measured by the
weighted average of a student’s score on Regents examinations taken by students prior to the senior year
of high school.
Since the 1998-99 academic year, awards for the state’s 2,000 top scholars have been $1,500 per year.
The amount of the additional awards provided to outstanding high school graduates has been $500 per
year.
AWARDS FOR CHILDREN OF DECEASED OR DISABLED VETERANS
Grants of $450 per year are awarded to eligible students in New York State. Applicants must be:
1. Attending a college or post-secondary institution in New York State on a full-time basis;
2. The child of a veteran who died or who has a current disability of 50 percent or more, or who had
such disability at the time of death, as the result of U.S. military service during one of the
following periods: April 16, 1917 — November 11, 1918; December 7, 1941 — December 31,
1946; June 25, 1950 – July 27, 1953; October 1, 1961 – March 29, 1973 or the child of a veteran
who served on active duty in the U.S. Armed Forces from October 1, 1961 to March 29, 1973
and while serving was officially declared a POW or MIA;
3. A legal resident of New York State;
4. Meet one of the United States citizenship requirements;
5. Matriculate in an approved educational program;
6. Be in good academic standing.
Legal residence in New York State on the part of the parent is also required at the time of entry into
military service or if the parent died as a result of military service, at the time of death.
Initial Application for a Child of Veteran Award is made by writing a letter to NYHESC, Empire State
Plaza, Albany, NY 12255. A special supplement will be mailed to applicants. Renewal is requested on the
TAP application.
AWARDS FOR CHILDREN OF DECEASED POLICE OFFICERS OR FIREFIGHTERS
Grants of $450 per year are awarded to eligible students in New York State. The applicant must be:
• attending a college or post-secondary institution in New York State on
a full-time basis
• the child of a police officer (as defined in the criminal procedure law), firefighter or volunteer
firefighter of New York State or any of its municipalities who has injuries sustained in the line of
duty
• a legal resident of New York State
• in compliance with one of the United States citizenship requirements
• matriculated in an approved educational program
• in good academic standing.
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Initial application for a Child of Deceased Police Officer or Firefighter Award is made by writing a letter
to NYSCRESC, Empire State Plaza, Albany, NY 12255. A special supplement will be mailed to
applicants. Renewal is requested in the TAP application.
NEW YORK STATE WORLD TRADE CENTER MEMORIAL SCHOLARSHIPS
The World Trade Center Memorial Scholarship guarantees access to a college education for the families
and financial dependents of innocent victims who died or were severely and permanently disabled as a
result of the Sept. 11, 2001 terrorist attacks on the United States of America and rescue and recovery
efforts.
Who Is Eligible?
Children, spouses and financial dependents of deceased or severely and permanently disabled victims of
the Sept. 11, 2001 terrorist attacks on the United States or the subsequent rescue and recovery operations.
This includes victims at the World Trade Center site, Pentagon or flights 11, 77, 93 or 175, and, survivors
of the terrorist attacks who are severely and permanently disabled as a result of injuries sustained in the
attacks or rescue and recovery operations.
How To Apply
Print a copy of the New York State World Trade Center Memorial Scholarship Application and submit it
with the necessary documentation to: HESC Scholarship Unit, 99 Washington Ave., Albany, NY 12255.
A description of the required documentation is included in the application instructions. Once eligibility
has been established, the student must submit an application for payment by May 1 of the academic year
for which payment of the scholarship is sought. Application for payment is made by filing the Free
Application for Federal Student Aid (FAFSA) and the Express TAP Application (ETA).
Eligibility Requirements
Effective immediately and retroactive for the 2001-2002 academic year, undergraduate students who are
full-time and matriculated in an approved program in New York State and meet requirements for the
receipt of New York State grants and scholarships are eligible. Recipients need not be New York State
residents or U.S. citizens to receive the scholarship.
Note: New York State resident family members who were enrolled in undergraduate colleges or
universities located outside of New York State on Sept. 11, 2001 are also eligible for scholarship payment
at that school.
Award Amount
World Trade Center Memorial Scholarships provide funds to help meet the cost of attending college. The
award covers up to four years of full-time undergraduate study (or five years in an approved five-year
bachelor’s degree program) and includes the following components:
At a public college or university (SUNY or CUNY): actual tuition and mandatory educational fees; actual
room and board charged to students living on campus or an allowance for room and board for commuter
students; and allowances for books, supplies and transportation.
At a private institution: an amount equal to SUNY four-year college tuition and average mandatory
educational fees (or the student’s actual tuition and fees, whichever is less) and allowances for room and
board, books, supplies and transportation.
In all cases, the total of all aid received by the recipient cannot exceed the student’s cost of attendance.
Award Payment
Payment will be made to the school on behalf of students upon certification of eligibility.
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STATE AID TO NATIVE AMERICANS
This NYS program has awards of up to $1,750 per year for four years of study to students enrolled fulltime in an approved NYS college program. Part-time awards are approximately $75 per credit. Applicants
must be NYS residents on an official NYS tribe’s tribal role or be the child of an enrolled member of a
NYS tribe.
For additional information and an application form, contact the Native American Education Unit, New
York State Education Department, Room 478, Education Building Annex, Albany, NY 12234.
NEW YORK STATE HEALTH SERVICES CORPS
The New York State Department of Health administers the State Health Service Corps to provide
critically needed professionals in state facilities operated by the Office of Mental Health (OHH), Office of
Mental Retardation and Developmental Disabilities (OMRDD), and the Department of Correctional
Services, as well as eligible not-for-profit agencies that serve the mentally ill, the developmentally
disabled, the medically indigent and medicaid eligible, the HIV/AIDS population, and the blind and
visually handicapped. Physical therapy, occupational therapy, and physician assistant students are eligible
for these funds.
Scholarships of up to $15,000 per year for two years are available to cover the cost of attendance at an
approved educational institution. The cost of attendance includes tuition and required education fees,
room and board, and transportation allowances.
Recipients of scholarship awards must agree to work in a state-operated facility or participating not-forprofit agency for a period of eighteen months for each year of scholarship. Employment will be in a
professional capacity at prevailing salaries offered by the participating agencies. Employment
opportunities are available in all regions of the state.
Candidates must:
• be a U.S. citizen or qualifying non-citizen, be a legal resident of New York State or be attending a
school in New York State
• be enrolled, accepted or have applied for full-time study in a program approved by the State
Education Department at the time of application
• be within 24 months of completion of professional training and meet eligibility requirements for
licensure or certification.
Awards are competitive and are based on academic performance, previous work experience, and a
demonstrated interest in working with the special populations.
Application forms and information may be obtained from the New York State Health Service Corps, NYS
Department of Health, Corning Tower - Room 1602, Empire State Plaza, Albany, NY 12237-0053.
EMPLOYEE BENEFITS/TUITION REMISSION
Touro College full-time employees who wish to attend classes at Touro College and take advantage of the
Employee Benefits Tuition Remission policy must follow these procedures:
• Complete an Employee Benefits Tuition Remission form prior to the start of each semester they
are planning to attend school;
• File a FAFSA and submit federal and state tax returns along with documentation of all other
sources of income.
43
Once the financial aid office verifies eligibility, has the Pell and TAP awards on hand and can verify
registration, the tuition remission amount will be entered. Tuition Remission is extended to full-time
faculty and staff, their spouses and dependent children. Anyone in default of a student loan is excluded
from receiving this benefit.
Students taking undergraduate classes will receive up to 100% tuition remission. Students taking classes
at the graduate level will receive up to 25% tuition remission.
OTHER EDUCATIONAL LOAN PROGRAMS
Credit-worthy applicants at any income level may be eligible for a supplemental education loan i.e. TERI,
Signature, Key, Citiassist, Fleet First, etc. Financial need for these loans is determined by calculating the
difference between the total costs of education minus any other financial aid. Borrowers may defer their
loan including interest while they are in school.
For additional information regarding these loans contact the financial aid office.
ALTERNATE SOURCES OF AID
Many banks, unions, and credit bureaus offer other financing products for students and/or their parents.
Among the options that should be considered are home equity loans, equity lines of credit for education,
pension fund loans, and lines of credit not supported by your home. Rates, fees, and closing costs
associated with these products vary. It is recommended that you research the products various banks and
institutions have to offer.
It is also advisable to check with your individual program for additional available scholarship options.
TYPES OF FINANCIAL AID AVAILABLE FOR HEALTH SCIENCE STUDENTS
I.
Grants (Funds that do not have to be paid back)
A.
Pell Grant – Federal Pell Grants are need-based grants awarded to undergraduate
students who do not have a Bachelor’s degree. Eligibility is determined by an evaluation
of the data submitted on your FAFSA.
B.
SEOG – Federal Supplemental Educational Grants are awarded to those students who
demonstrate the highest level of need. It is awarded in conjunction with a Pell Grant and
is awarded on a first come first serve basis.
C.
National Academic Competitiveness Grant (ACG) – This grant is for U.S. Citizens
and Pell Grant-eligible students who have completed a rigorous high school program.
Students may receive up to $750 for the 1st year and up to $1,300 during the 2nd year, if
enrolled full-time and maintaining a 3.0 GPA. Use FAFSA to apply.
D.
National Science and Mathematics Access to Retain Talent Grant (SMART) – This
grant is for U.S. Citizens and Pell Grant-eligible students maintaining a 3.0 GPA
pursuing a major in math, science, technology, engineering or critical foreign language at
a 4-year degree granting program. Students may receive up to $4,000 in their 3rd and 4th
year. Use FAFSA to apply.
E.
New York State TAP Grant – If you are a New York State resident and are taking 12 or
more credits, you may be eligible to receive a grant through the New York State Tuition
Aid Program.
F.
Part-Time TAP – If you are a New York State resident and taking 6 to 11 credits and in
the previous academic year earned two consecutive semesters of 12 credits each ( 24
credits) and maintained a “C” average, you may be eligible to receive this grant through
the New York State Tuition Aid Program. Available beginning in 2007-2008 for students
who have completed requirements as first-time freshmen in 2006-2007.
G.
APTS – If you are a New York State resident attending part-time in an undergraduate
44
program, you may be eligible to receive a grant through the Aid for Part-Time Study
Program. All inquiries should be directed to the Financial Aid Office.
II.
Loans
A.
Federal Stafford Loans – All students who apply for a Federal Stafford Loan for the
first time must complete an Entrance Interview with the Financial Aid Office and
complete a Master Promissory Note.
The Master Promissory Note allows a student to borrow under a single promissory note
for up to 10 years, unless the borrower cancels the note. Students must fill in the
requested amount for the Federal Stafford Loan(s) on the Touro Financial Aid
Application.
Subsidized Stafford Loans – A Subsidized Stafford Loan is a low interest loan available
to students who are working towards a degree and are attending at least part-time. A
lender, such as a bank, credit union, or savings and loan association processes loans.
These loans are then subsidized by the Federal Government, which means that the
federal government pays the interest on the loan during the in-school (student must be
taking at least 6 credits) and for a six-month grace period after graduation. This loan is
need-based. Financial need and grade level will determine how much you may be
eligible to borrow. Please see the chart below to determine your potential maximum
award.
Unsubsidized Stafford Loans – Effective 10/1/92, students who do not qualify for
federal interest subsidies under the Federal Stafford Loan Program may borrow an
Unsubsidized Stafford Loan. The terms of the Loan are the same as the Subsidized
Stafford Loan, except: the student is responsible for paying the interest during periods of
enrollment, the grace period, and periods of repayment and authorized deferment. The
student may make monthly or quarterly payments or choose to have the interest
capitalized. Please see the chart below to determine your potential maximum award.
Aggregate Limits – Federal Stafford Loans also have aggregate limits in the amounts
awarded to students during portions of their academic careers. Once these limits are
reached, a student may not receive additional Federal Stafford Loans. The limits are as
follows:
Subsidized
Combined Subsidized & Unsubsidized
Dependent Undergraduates
$23,000
$23,000
Independent Undergraduates $23,000
$46,000
No more than $23,000 may be
subsidized.
Graduate
$65,500
$138,500
No more than $65,500 may be
subsidized.
Federal Origination Fee/Insurance Premium – You may be charged an origination
fee/insurance premium on each disbursement of your Federal Stafford Loan(s). This fee
is determined by your lender.
B.
Federal Plus Loans – There are two typed of Plus loans available to students depending
on the degree they are currently working toward.
Parent Plus Loan – This loan is only available to the parents or legal guardian of
45
dependent undergraduate students. All families are eligible to borrow regardless of
income. The amount that a parent may borrow from the Plus Loan is determined by
calculating the difference between the student’s cost of attendance and the amount of
financial aid that the student is receiving. An applicant’s approval for a Federal Parent
Plus Loan is contingent upon an acceptable credit history.
Graduate Plus Loan – This loan is only available to students who are enrolled in a
graduate degree granting program. An applicant’s approval for a Federal Graduate
Plus Loan is contingent upon an acceptable credit history.
C.
Federal Perkins Loan – A federally funded 5% interest loan administered by Touro,
based on need. Repayment begins nine months after graduation. This loan is awarded on
a need-based, first-come, first-serve basis.
D.
Private Industry Loans – In addition to the above loans, a student may apply for private
industry loan programs. These loans are not need-based and require a credit check. Most
of the alternative loans required that undergraduate students apply with a co-signer.
Information regarding these loans is available at the Financial Aid Office. The School
Code/Branch Number used for Private Loans is 010142-20. Make sure to use this full
number so your loan is sent to the correct Touro campus.
SATISFACTORY ACADEMIC PROGRESS
Federal regulations which govern the various federal financial aid programs stipulate that in order to
continue receiving financial aid funding, a student must maintain “satisfactory academic progress” as
defined by the institution. In the definition, the institution must establish a maximum time frame in
which the student must earn the degree and divide the maximum time frame into increments not to exceed
one academic year.
IMPORTANT FINANCIAL AID TERMS
Ability To Benefit: Applies to most students who are admitted to a post-secondary institution but do not
have a high school diploma or GED (General Education Development Certificate). To receive federal and
state aid, a student admitted on the basis of ability to benefit must pass a standardized test that measures
the student’s ability to complete the course of study successfully. The test must be approved by the U.S.
Department of Education.
Anti-Drug Abuse Test: To receive a Pell Grant, a student must sign a statement certifying that he/she will
not make, distribute, dispense, possess, or use drugs during the period covered by the grant. Eligibility for
federal student aid (this includes Stafford and PLUS loans) may be suspended or terminated by a court as
part of a conviction for possessing or distributing drugs.
Default: failure to repay a student loan according to the terms agreed to at the time the promissory note
was signed. The school, lender, State, and the Federal government may all take action against a defaulted
student in order to recover the money.
Entrance Interview: A counseling session all first-time borrowers are required to attend at the time they
apply for a Stafford loan, advising them of their obligations, rights, and responsibilities as borrowers.
Exit Interview: A counseling session borrowers must attend before leaving school. At this session, the
school will give the borrower information on the amount owed, the amount of monthly repayment, and
information regarding deferment, refinancing, and loan consolidation options.
46
Financial Need: The difference between the cost of education (tuition, fees, room, board, books and
other related expenses) and the amount the student and his/her family can afford to pay as determined by
prescribed formulas used to calculate need from information reported on the aid application.
New Borrower: A term that applies to the Stafford Loan(s), and Parents Loan for Undergraduate
Students (PLUS). A student is a “new borrower” under these programs if upon the date the promissory
note is signed she/he had no outstanding Stafford Loans, PLUS, SLS, or consolidation loans, and if the
loan was either disbursed on or after July 1, 1987, or was for a period of enrollment that began on or after
July 1, 1987. Once a student qualifies as a new borrower, the loan conditions that apply to “new
borrowers” automatically apply to any future Stafford or PLUS loan that a student receives.
Promissory Note: A legal document signed by a borrower at the time he/she gets a student loan. It lists
the conditions under which the borrowing takes place and the terms under which the borrower agrees to
pay back the loan.
Statement of Educational Purpose/ Certification Statement on Refunds and Default: Students are
required to sign this statement in order to receive federal student aid (this includes Stafford and PLUS
loans). By signing it, the student indicates that he/she does not owe a refund on a Pell Grant or SEOG and
is not in default on a Perkins Loan, Stafford Loan, PLUS, or prior SLS loan. The student is also agreeing
to use any student aid received only for education-related purposes.
Statement of Registration Status: A student who is required to register with the Selective Service must
sign a statement indicating he has done so before he can receive any federal student aid. This requirement
applies to males who were born on or after January 1, 1960, are at least 18, are citizens or eligible noncitizens, and are not currently on active duty in the Armed Forces. (Citizens of the Federated States of
Micronesia, the Marshall Islands, or the Trust Territory of the Pacific (Pilau) are exempt from
registering).
Statement of Updated Information: By signing this statement, a student certifies the accuracy of certain
statements on her/his Student Aid Report (SAR). If information for any of those items changes after the
Pell application has been submitted, the information must be updated so that it is correct on the day the
SAR is signed. Students who do not comply will not be eligible to receive federal student aid.
47
PROGRAM /DEPARTMENTAL REQUIREMENTS
NEUROPSYCHOLOGY
GRADUATE PROGRAM IN
CLINICAL REHABILITATION NEUROPSYCHOLOGY
Director:
Gerry Leisman, M.D., Ph.D., C. Psychol.
INTRODUCTION AND DESCRIPTION
A graduate in Clinical Vocational Rehabilitation Neuropsychology works towards the restoration of
function in impaired and disabled individuals through behavioral and engineering means. This program
trains professionals who will conduct research and apply that research to solve problems in vocational
rehabilitation. Graduates of the program will be well-trained experienced clinicians with a broad
background in behavioral neuroscience (including learning and cognitive sciences) motivation, clinical
(adult or child), cognitive, human factors, engineering, and forensic psychology. The aim is to stress
standard and novel assessment and treatment strategies employing traditional neuropsychological as well
as engineering approaches to rehabilitation, while at the same time training program participants in the
requisite skills necessary to be general practitioners.
MISSION
The mission of the Graduate Program in Clinical Rehabilitation Neuropsychology is to provide students
with the scientific and clinical training necessary to work towards the restoration of function through
behavioral and engineering means to get individuals of all ages, who are impaired by illness or by
accident or who were born with a disability, to participate in society in productive and meaningful ways.
GOALS AND OBJECTIVES
1. Provide in-depth knowledge of brain and non-brain based communication disorders throughout
the lifespan.
a. Students will be able to describe functional communication impairments as well as those
associated with anatomical, physiological, and neurological anomalies and syndromes.
b. Students will obtain knowledge of communicative impairments associated with
neurological, traumatic, and developmental etiologies, as well as intervention strategies
necessary to remediate such impairments.
2. Provide in-depth knowledge of brain and non-brain based motor and mobility disorders
throughout the lifespan.
a. Students will be able to describe functional motor impairments as well as those
associated with anatomical, physiological, and neurological anomalies and syndromes.
b. Students will obtain knowledge of motor impairments associated with neurological,
traumatic, and developmental etiologies, as well as intervention strategies necessary to
remediate such impairments.
3. Provide in-depth knowledge of brain-based sensory disorders throughout the lifespan.
a. Students will be able to describe functional sensory impairments as well as those
associated with anatomical, physiological, and neurological anomalies and syndromes.
b. Students will obtain knowledge of sensory impairments associated with neurological,
traumatic, and developmental etiologies, as well as intervention strategies necessary to
remediate such impairments.
48
4. Provide in-depth knowledge of brain and non-brain based cognitive disorders throughout the
lifespan.
a. Students will be able to describe functional cognitive impairments as well as those
associated with anatomical, physiological, and neurological anomalies and syndromes.
b. Students will obtain knowledge of cognitive impairments associated with neurological,
traumatic, and developmental etiologies, as well as intervention strategies necessary to
remediate such impairments.
5. Provide in-depth knowledge of brain and non-brain based memory disorders throughout the
lifespan.
a. Students will be able to describe functional memory impairments as well as those
associated with anatomical, physiological, and neurological anomalies and syndromes.
b. Students will obtain knowledge of memory impairments associated with neurological,
traumatic, and developmental etiologies, as well as intervention strategies necessary to
remediate such impairments.
6. Provide in-depth knowledge of brain and non-brain based emotional and adjustment disorders
throughout the lifespan.
a. Students will be able to describe functional memory impairments as well as those
associated with anatomical, physiological, and neurological anomalies and syndromes.
b. Students will obtain knowledge of memory impairments associated with neurological,
traumatic, and developmental etiologies, as well as intervention strategies necessary to
remediate such impairments.
7. Provide in-depth knowledge of assessment strategies throughout the lifespan for intellectual and
cognitive disorders, memory disorders, motor system and movement disorders, and sensory
disorders.
a. Students will be able to perform intellectual and cognitive assessments of children and
adults.
b. Students will be able to perform memory assessments of children and adults.
c. Students will be able to perform motor assessments and gait analyses of children and
adults.
d. Students will be able to perform sensory assessments of children and adults.
8. Provide in-depth knowledge of assessment strategies for pain management throughout the
lifespan.
a. Students will be able to perform assessments of children and adults with chronic pain and
to develop patient treatment plans.
b. Students will be able to perform psychological interventions for chronic pain and palliative
care patients including: cognitive behavior therapy, marital therapy, relaxation therapy,
training in self-hypnosis and biofeedback.
9. Provide in-depth knowledge of assessment strategies in imaging sciences, ergonomics,
electrophysiology, and biomechanics.
10. Develop critical thinking and problem solving skills.
a. Students will be able to apply knowledge of research literature to evaluate and to treat
individuals with neuropsychological impairments.
b. Students will be able to differentially evaluate individuals with neuropsychological
disorders.
c. Students will be able to accurately analyze their clinical skills, respond appropriately to
constructive criticism, and develop strategies for improvement.
d. Students will be accurately analyze their research skills and those of others, respond
appropriately to constructive criticism, and develop strategies for improvement.
e. Students will develop a thesis proposal acceptable to department faculty.
11. Enhance written and oral communication skills and information literacy.
49
a. Students will be able to accurately compose evaluation reports that reflect the nature of
the individual’s deficit.
b. Students will be able to formulate written treatment plans with objectives and goals that
when implemented are likely to result in significant changes in behavior.
c. Students will be able to describe the research literature relevant to Neuropsychology,
Ergonomics, and Rehabilitation Sciences.
d. Students will be able to design and execute independent research under the direction of
faculty.
12. Provide the theoretical and applied expertise to select, use, and analyze the methodologies
available to evaluate and treat individuals with neurobehavioral disorders.
a. Students will be able to collect and interpret background information relevant to the
assessment process from available sources.
b. Students will be able to select, administer, and/or adapt
standardized and non-standardized measures of neurobehavioral function to meet client
needs.
c. Students will be able to determine an individual’s need for
services, the level of service needed, and the intervention model required.
d. Students will be able to construct functional, ecologically valid
intervention plans that include specific short and long-term objectives to meet the needs
of the “whole client.”
e. Students will be able to select and consistently implement
appropriate intervention techniques to meet a client’s identified needs and to modify
these techniques as needed.
13. Prepare students for doctoral level study in neuropsychology, rehabilitation, ergonomics, and
research.
a. Students will develop an implementable proposal for research on a topic that objectively
meets the criteria of “addition to knowledge.”
b. Students will be able to evaluate and critique published research.
c. Students will be able to perform original research, including reviewing the literature,
selecting appropriate analytic methods, performing statistical or other analysis, and
concluding on the basis of evidence, in written form.
PROGRAM DESCRIPTION
This is an intensive six-trimester program given at the Bay Shore, New York campus that leads both to an
M.S. in Clinical Rehabilitation Neuropsychology and readiness for accelerated doctoral training in this
area. In addition to the didactic training, intensive externship experiences are provided at affiliated
clinical training sites.
Some areas of training included in the curriculum are: cognitive sciences; clinical psychology (adult and
child); forensic psychology; human learning, memory, judgment, decision sciences; engineering
psychology; developmental disabilities; imaging sciences.
ADMISSION REQUIREMENTS
(Also see pp. 17-19 for general admissions policies and procedures.)
Applicants to the Graduate Program in Clinical Rehabilitation Neuropsychology must possess a
baccalaureate degree with a major in Psychology or a minimum of 36 credits in Psychology including the
following courses:
• Introduction to Psychology
• Introductory Statistics
• Experimental Psychology with laboratory
50
•
•
•
Physiological/Biological Psychology (the syllabus must cover brain/behavior relationships)
Abnormal Psychology
Cognitive Psychology (interchangeable with a combination of courses including Memory,
Perception, and Language)
Those without a degree in Psychology may make up the requirements during their tenure in the program,
if otherwise suitably qualified.
Applicants must:
• Submit transcripts of undergraduate and all prior graduate work.
• Possess a GPA of 3.2 or better in their undergraduate work.
• Submit 2-3 letters of recommendation, one of which must be from a professor who taught the
student Experimental Psychology, a laboratory course, or has supervised research with the
applicant.
• Submit two papers from psychology courses or laboratory courses; one must be a laboratory
paper and the other a term paper.
• Provide a clearly written statement of professional goals and how one plans to achieve them.
• Take standardized psychometric tests in mechanical problem-solving and in creativity.
By appropriate record of achievement as well as one or more interviews, applicants must satisfy a multiinstitutional admissions committee, that their preparation indicates high potential for successful advanced
study in Rehabilitation Neuropsychology and skills necessary to work intensely with patients and families
in great need.
There are rolling applications. There are no SPRING admissions.
ADVANCED STANDING
In certain cases, students may be given the opportunity to receive advanced standing credits by taking a
challenge examination. Students interested in exploring this possibility should contact the Program
Director.
TUITION, FEES AND EXPENSES
Tuition and fees for the 2006-2007 academic year are as follows:
Full-time tuition, per annum (3 trimesters)
Tuition deposit (non-refundable, applies toward tuition)
Per credit charge
Application fee
Student activity fee, per annum
Material & book fee, per semester (to defray cost of psychological test
equipment – 2nd year students only)
Graduation fee
Transcript fee
Late registration fee
Returned check fee
Stop payment fee
$18,700
200
790
50
40
50
200
10
50
40
50
The Touro College Board of Trustees reserves the right to change the above tuition and fee schedule
without prior written notice.
51
If a student is required to retake failed courses or clinical externships, the student will be charged the
current per-credit rate.
Expenses for books, travel, housing, food, supplies, and other items will vary greatly from student to
student. All students are required to carry health insurance. The program subsidizes malpractice
coverage for second year students. Travel and room and board for clinical assignments may affect
student costs. Students are encouraged to meet with a financial aid counselor early in the application
process to plan for these expenses.
PROGRAM CALENDAR
Semester
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Spring 2008
Summer 2008
Fall 2008
Start Date
Sept. 5, 2006
Jan. 29, 2007
June 4, 2007
Sept. 4, 2007
Jan. 30, 2008
June 2, 2008
Aug. 26, 2008
End Date
Dec. 21, 2006
May 24, 2007
August 28, 2007
Dec. 20, 2007
May 22, 2008
August 25, 2008
Dec. 24, 2008
CURRICULUM
Below is the recommended sequence of required courses. Students matriculated in the Clinical
Rehabilitation Neuropsychology Program may elect to take additional courses on an elective basis,
although there is no requirement to do so beyond the 73 credits required for graduation (course
descriptions may be found on pp. 143-148).
With the permission of the program faculty, students from other programs or institutions may elect to take
courses in the Rehabilitation Neuropsychology Program on a non-matriculated, per-credit basis. The
eligible courses are predominantly electives (course descriptions may be found on pp. 143-148).
Recommended Sequence of Courses
Semester I: Fall
IBMB 415 Brain Mechanisms in Language Deficit
IBMN 515 Human Functional Neuroanatomy
IBMB 500 Physiological Psychology I
IBMB 400 Physiological Basis of Adult Abnormal Behavior
IBMB 200 Introduction to Research Methods & Methodology
(Inferential /Multivariate Statistics)
IBMB 705 Research Advisement
TOTAL
Semester II: Spring
IBMB 650 Vocational Rehabilitation Neuropsychology
IBMB 410 Introduction to Clinical Neuropsychology
IBMB 530 Behavioral Neuropharmacology
IBMB 503 Psychometric Test Theory
IBMB 520 Job Analysis and Performance Measurement
IBMB 706 Research Advisement
TOTAL
Credits
3
3
3
3
3
1
16
3
3
3
3
3
1
16
Semester III: Summer
52
IBMB 515 Human Motor Control, Development, & Rehabilitation
IBMB 560 Principles of Developmental Neuropsychology
IBMB 707 Research Advisement
TOTAL
3
3
1
7
Semester IV: Fall
IBMB 618 Psychological Therapies I*
IBMB 710 Dissertation Advisement
IBMB 751 Externship in Clinical Neuropsychology
IBMB 506 Neuropsychological Assessment
IBMB 511 Behavioral Assessment
IBMB 708 Research Advisement
TOTAL
3
2
2
3
3
1
14
Semester V: Spring
IBMN 525 Clinical Neurology
IBMB 752 Externship in Clinical Neuropsychology
IBMB 619 Psychological Therapies II*
IBMB 711 Dissertation Advisement
IBMB 709 Research Advisement
IBMB 201 Qualitative Analysis
TOTAL
3
2
3
2
1
3
14
Semester VI: Summer
IBMB 753 Externship in Clinical Neuropsychology
IBMB 670 Professional Ethics in Clinical Neuropsychology
IBMB 346 Psychology of Social Behavior
TOTAL
2
2
3
7
TOTAL CREDITS
=
74
* One year of intensive training in psychotherapy and counseling is required. The means of the training
may include courses that are interchangeable with those asterisked above, and include IBMB 615, IBMB
616, IBMB 617, IBMB 620.
GRADUATION REQUIREMENTS
(Also see pp. 30-31)
Students in the program are required to:
• successfully pass a written Comprehensive Qualifying Examination at the conclusion of the 5th
semester in the program.
• submit a research proposal during the middle of the 5th semester in the program.
• maintain a GPA of 2.5 or better to continue in the program.
• successfully complete 400 clinical externship hours (IBMB 751-753).
53
NURSING
DEPARTMENT OF NURSING
Chairperson:
Alona Harris, Ed.D., R.N.
INTRODUCTION AND DESCRIPTION
Nursing is an intellectually stimulating and caring profession. The essence of Nursing is the combination
of the art of caring with the science of Nursing. Nursing focuses not only on a particular health problem,
but on the whole patient and his/her response to treatment. Care of the patient and a firm base of
scientific knowledge are indispensable to Nursing practice. Registered Professional Nurses are licensed
professionals with all the requisite professional and legal responsibilities that accompany licensure.
Those responsibilities include practicing according to professional standards and ethics and within the
laws and regulations that apply to the Nursing profession. Registered Professional Nurses are responsible
for their own professional practice and for the performance and professional behavior of those they
supervise and to whom they delegate aspects of Nursing care. This includes Licensed Practical Nurses,
nursing assistants, patient care technicians, home care attendants, and persons with many other roles and
titles.
Nurses function in all health care settings. Nurses assume many different roles and functions in health
care, from providing direct care to managing large institutions. Our associate degree graduates may opt to
remain direct providers of care and managers of Nursing care, or they may go on to baccalaureate and
higher degrees in Nursing, which prepare them for roles in institutional management, a clinical specialty,
consulting, academia, research, and a multitude of other possibilities. The possibilities in Nursing are
endless.
This is an intense and demanding 21-month program that leads to an Associate in Applied Science (AAS)
degree with a major in Nursing. It is a 65-credit program, 37 of which are in Nursing. Graduates of the
program qualify to take the NCLEX-RN (National Council Licensure Examination). It is the
responsibility of graduates to apply to take the NCLEX-RN after successful completion of the Nursing
course of study.
MISSION
The Department of Nursing was established by the School of Health Sciences to provide nurses who will
positively impact the health care of their communities. In particular, it is the program’s mission to
educate nurses from local communities that are under-represented in the profession. The program
prepares graduates to fulfill three roles: provider of care, manager of care, and member within the Nursing
profession. The Nursing Program promotes academic excellence and a high level of scholarship;
enhances critical thinking and fosters communication skills; is designed to promote development of
students’ analytic and quantitative competencies and to foster their ability to succeed in a technological
society; supports developing leadership skills and enhances ethical practice. These characteristics support
the pursuit of academic rigor and integrity, excellence in instruction, intellectual accomplishment, and
interest in research.
PROGRAM OBJECTIVES AND OUTCOMES
Outcomes and Objectives of the Nursing Program are built upon the belief that technical Associate
Degree Nursing Programs develop culturally aware, technologically sound, and competent beginning
practitioners within a safe and supportive environment. Course, unit, classroom, and skills and clinical
54
laboratory objectives for each Nursing course are systematically developed from the Program Objectives
and provide the student with the necessary education to meet each objective in a timely manner; and for
the graduate to achieve outcomes as well as Associate Degree Nursing (ADN) Roles and Competencies
upon graduation.
Program Objectives
Graduates of the Nursing Program will:
1. Utilize therapeutic communication skills when interacting with patients, significant support
persons and other members of the health care team.
2. Demonstrate clinical decision-making skills that reflect evidence-based nursing care of patients
and significant support persons.
3. Utilize the Nursing process to provide individualized care to patients and significant support
persons throughout the lifespan.
4. Demonstrate, through Nursing practice, belief in the innate value of each individual within her/his
unique cultural heritage.
5. Develop individualized teaching plans that utilize principles of teaching and learning for patients
and significant support persons.
6. Collaborate with the patient, significant support persons, nursing colleagues and other members
of the interdisciplinary heath care team to evaluate achievement of positive patient outcomes.
7. Apply principles of patient care management in the delegation of basic nursing procedures to
qualified assistive personnel.
8. Utilize nursing informatics and other forms of technology to deliver optimal patient care.
9. Demonstrate an awareness of nursing research findings and data collection methods as a means of
advancing the professional knowledge base of nursing.
10. Facilitate the continuity of care for patients within and among a variety of health care settings.
11. Participate in lifelong learning.
12. Assess the client’s health status by completing a health history and performing physical,
cognitive, psychosocial, and functional assessments.
13. Practice within the ethical, legal, and regulatory frameworks of nursing and standards of
professional nursing practice.
Program Outcomes
1. Sixty-five percent of students who enter the Nursing sequence will complete the Program.
2. Eighty-five percent of graduates who complete the NCLEX-RN will pass at or above the New
York State average on first attempt.
3. Ninety percent of new graduates who are available for employment will be employed as RNs
within one year of graduation.
4. Ninety percent of graduates will report that the Program prepared them to function as beginning
staff nurses.
ACCREDITATION AND REGISTRATION
The Nursing Program was approved and accredited by the New York State Education Department in July
2005, and the first class was admitted in September 2005.
WHO SHOULD APPLY
We encourage applications from:
◊ High school graduates who have two or more high school sciences and college preparatory math
with an overall average of 85 or better in math, science, social studies, and English.
◊ Individuals with the GED who want to become Nurses and who show mastery of basic math,
English, and science concepts via achievement in college-level courses, placement examinations
in math and English, and the NLN-PAX (National League for Nursing Pre-Admission Exam).
55
◊
◊
College students with fewer than 60 credits toward a bachelor’s degree.
College students with fewer than 20 credits toward an associate degree. (Note: financial aid for
students who already have a degree is generally unavailable.)
ADMISSION REQUIREMENTS
(Also see pp. 17-19 for general admissions policies and procedures.)
Each applicant is evaluated based on documentation in the application and accompanying materials.
Requirements include:
◊ Completed application form accompanied by application fee. We suggest that applicants send
their applications with return receipt.
◊ Academic high school transcript with English, social studies, pre-college math (intermediate
algebra), biology and chemistry required; physics recommended.
OR
GED, and independent evidence of competence in social studies, biology and chemistry.
◊ NLN-PAX scores that indicate probability of success in the Nursing Program. The NLN-PAX
need not be taken prior to making application to the Nursing Program. For further information
about this examination, go to www.nln.org.
For an application to the Nursing Program, contact the Office of Admissions at Touro College’s
Flatbush campus, (718) 252-7800 ext. 320.
ADMISSION PROCESS
1. The applicant submits completed application and application fee to Office of Admission at the
address noted on the application form. We strongly advise that the applicant obtain a mail or
shipping receipt from the postal or delivery service.
2. The applicant arranges for two letters of recommendation to be sent to the address noted on the
application.
3. The applicant arranges for official transcripts of high school and college work to be sent to the
address noted on the application.
4. Applications are evaluated when they are complete, i.e., all required fees and documents are
received by the Office of Admissions.
5. The applicant may, at the discretion of the Nursing Department, be invited to take the Touro
College placement exams in Math and English, and the NLN-PAX.
6. The applicant may, at the discretion of the Nursing Department, be invited to a personal
interview.
7. The applicant will receive a letter indicating admission status within a month after the deadline of
March 1 for applications. The letter is sent from the Office of Admissions of the Flatbush
Campus of Touro College.
The Admissions Committee may conclude at any point during the admission process that the applicant is
unlikely to be successful in the Program. A letter to this effect will be sent to the applicant as quickly as
possible after that decision is made.
CONFIDENTIALITY
As per Federal regulations, the status of an applicant in the admissions process can be discussed only with
the applicant. The program cannot respond to requests for information from concerned family, friends,
associates, or other interested parties.
56
TUITION, FEES AND EXPENSES
Tuition for the Nursing Program for the 2006-2007 academic year is $6,500 per semester, regardless of
the number of credits for which the student is registered. The Touro College Board of Trustees reserves
the right to change the tuition and fees schedules of all programs without prior written notice. Students
must be certain to obtain updated tuition and fee information at the time of his/her inquiry or application
for admission to the program.
Tuition and fees or the 2006-2007 academic year are as follows:
Tuition, per semester
Per credit charge (for repeated courses)
Administrative fee, per semester
Student activity fee (annually)
Laboratory fee, in semester with laboratory course
Malpractice insurance fee (annually)
Self-directed testing and learning modules (ATI) (Semester 2-5)
NLN Diagnostic (5th semester)
Graduation fee (collected by Registrar with application to graduate)
$6,500
550
200
40
200
85
85
55
200
The cost of required and optional books, transportation, and uniforms for use in clinical laboratory is
additional and must be factored into the student’s budget. Computer access at the 18th Avenue (Borough
Park) location is available Monday through Friday. Computers are also available at Machon l’Parnasa,
1301 45th St., Brooklyn, Monday through Thursday from 2PM to 9:30PM, and the Flatbush campus at
Avenue J, on Sundays and evenings.
PROGRAM CALENDAR
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Spring 2008
Summer 2008
Start Date
September 6, 2006
January 29, 2007
June 24, 2007
September 5, 2007
January 29, 2008
June 24, 2008
End Date
January 16, 2007
June 21, 2007
August 29, 2007
January 21, 2008
June 11, 2008
September 2, 2008
CURRICULUM
Students are accepted directly into the Nursing Program. There is no “pre-nursing” semester in which
prerequisites are taken. An applicant who wishes to earn transfer credits from another institution for nonnursing courses required in the Nursing major, must submit a college bulletin description of the course to
the Chairperson of Department of Nursing after being accepted into the Program.
Credits for Nursing courses taken at other institutions are not granted by the program, nor is “advanced
standing” for Licensed Practical/Vocational Nurses. Please note that the award of transfer credit does
not affect program tuition and fees.
Each Nursing course is offered once per academic year. Some courses have both theory and laboratory
components. The laboratory component often includes skills practice as well as clinical laboratory
experiences.
RECOMMENDED SEQUENCE OF COURSES
57
Semester I – Summer
Course
LLE 101 English Composition I (placement)
PSY 101 Introduction to Psychology
BIO 117 Human Anatomy and Physiology I
BIO 246 Nutrition and Human Development
Total
Credits
3
3
4
3
13
Semester II – Fall
NUR 110 Fundamentals of Nursing
NUR 130 Pharmacology in Nursing
BIO 118 Human Anatomy and Physiology II
HS 201 Community Service
Total
5
3
4
1
13
Semester III – Spring
NUR 120 Medical-Surgical Nursing I
BIO 229 Applied Microbiology
Total
8
4
12
Semester IV – Fall
NUR 210 Maternal-Child Nursing
NUR 240 Medical-Surgical Nursing IIA
NUR 260 Trends in Nursing
COC 101 OR MCO 122 OR MCO 140
Total
5
4
2
3
14
Semester V – Spring
NUR 230 Mental Health Nursing
NUR 241 Medical-Surgical Nursing IIB
NUR 250 Management in Nursing
Nursing or Liberal Arts Elective
Total
5
4
1
3
13
TOTAL NURSING CREDITS = 37
TOTAL CREDITS IN PROGRAM = 65
GRADUATION REQUIREMENTS
(Also see pp. 30-31)
• Students must be enrolled in the Nursing Program and must complete all Nursing courses with a
grade of “B” or higher, pre-Nursing required courses with “B” or higher, and required courses
thereafter with a “B-“ or higher.
• Students must complete HS 201 (Independent Study-Community Service) according to the
requirements of the Department.
• Students must take at least one course in residence at the Manhattan main campus to meet the
residency requirement of Touro College.
• During each of the last two semesters of the program, students must meet with their Nursing
faculty advisors for graduation conferences to review their progress toward meeting graduation
requirements.
58
•
After the second graduation conference, the student must complete the “Application for
Graduation” and the “Major or Concentration” forms and submit them to the Office of the
Registrar by the appropriate deadline together with the graduation fee.
Familiarity with and completion of requirements for graduation are the responsibility of the student.
Students are responsible for filing appropriate forms with the Registrar by posted deadlines.
Graduates of the Program may take the NCLEX (National Council Licensure Examination) which is
administered by the states and territories of the United States.
59
OCCUPATIONAL THERAPY DEPARTMENT
Director:
Vera-Jean Clark-Brown, MS, OTR/L
OCCUPATIONAL THERAPY DEPARTMENT PROGRAMS
Touro College offers two different Occupational Therapy Programs:
• Occupational Therapy (OT) BSHS/MSOT
• Occupational Therapy Assistant (OTA) AAS
INTRODUCTION AND DESCRIPTION
It is a central principle of occupational therapy that humankind has an active role in creating and
mastering the environment through a dynamic relationship involving engagement in meaningful
occupation. Occupational therapy strives to enable individuals to develop creative and adaptive skills to
master life roles and environmental challenges through involvement and participation in goal-directed,
purposeful activities or occupations appropriate to one’s age and socio-cultural context. Other tenets
central to occupational therapy practice are the individual’s responsibility for contribution and service to
others, particularly to the family, the aging, and those in need; the essential human dignity of each
individual; recognition and respect for cultural values and traditions in human life; the importance of
living one’s life according to ethical standards, and the importance of promoting a healthy mind within a
healthy body.
The use of the word “occupational” in describing this health care profession refers to how an individual
utilizes his/her time, including self-care, work, and leisure. Occupational therapists use goal-specific,
personally meaningful activities to help people of all ages prevent, lessen, or overcome disabilities. Those
who work in occupational therapy use their personal and professional skills to help people function in
their daily lives.
The profession of occupational therapy offers a diverse, interesting, and rewarding career. Occupational
therapists are important members of the health care team working closely with physicians, psychologists,
nurses, and physical, speech, and recreational therapists. Occupational therapists work in mental health,
pediatrics, gerontology, physical disabilities, and many other areas such as hand rehabilitation, drug and
alcohol abuse, and vocational rehabilitation. Career opportunities abound for occupational therapists in
hospitals, public and private schools, rehabilitation centers, nursing homes, and home health programs.
Experienced therapists may also become private practitioners or choose to work in business and industrial
settings. In addition to clinical practice, occupational therapists may choose to become involved in
administration, education, or research.
MISSION
The mission of the Occupational Therapy Program is to foster and guide the development of students into
professionals who will practice in keeping with the humanistic and ethical values of the Judaic tradition,
and the humanistic, occupation-centered tenets of the profession. The program aspires to prepare
professionals to use their knowledge within the diverse scope of occupational therapy to shape and
enhance the ability of persons of all ages and backgrounds as they engage and participate in areas of
occupation in the environmental contexts of the 21st century. The obligation to contribute to building a
better society for all requires the development of leadership and communication skills for advocacy and
empowerment of individuals.
We believe in excellence, accountability, and innovation in our teaching methods that reflect a
commitment to life-long learning on the part of both faculty and staff. We recognize the need not only to
60
transmit received ideas, theories, practice frameworks, models of practice, and intervention strategies, but
also to participate in the development and exploration of new ideas at the cutting edge of health care.
Accordingly, we encourage continuing personal responsibility for learning, scholarly activity, inquiry,
and reflective dialogue among our faculty and students, which represents a commitment to professional
development.
PROGRAM GOALS AND OUTCOMES
1. To provide in depth knowledge of developmental and acquired physical and mental disorders
across the lifespan. It is intended that students will be able to:
a. Describe the functional consequences of developmental and acquired physical and mental
disorders;
b. Apply knowledge of the human mind, body and spirit and their interrelationships.
2. To develop critical reasoning for clinical and research applications. It is intended that students
will be able to:
a. Apply inquiry and research skills to support evidence-based practice;
b. Design and execute research under the direction of faculty and/or program- approved
chairs;
c. Critically analyze concepts, methods, and systems as they interact with client diagnoses,
intervention strategies and outcome measures.
3. To foster professional written and oral communication skills and information literacy. It is
intended that students will be able to:
a. Demonstrate competence in basic computer use;
b. Formulate written treatment plans with objectives and goals that, when implemented, are
likely to facilitate functional and occupational performance.
c. Apply inquiry and research skills to support evidence-based practice;
d. Articulate the role and responsibilities of the occupational therapy practitioner.
4. To provide the theoretical basis for the design and implementation of client-centered occupationfocused intervention. It is intended that students will be able to:
a. Promote, establish, restore, maintain and/or prevent loss of performance skills that meet
activity demands;
b. Analyze and synthesize activities to optimize the occupational therapy process;
c. Apply the use of purposeful occupation as well as therapeutic use of self to enhance the
therapeutic relationship and process.
5. To prepare students for the national examination for certification as an occupational therapy
practitioner. It is intended that students will be able to:
a. Identify local, state, federal and professional regulations and guidelines regarding the
practice of occupational therapy;
b. Demonstrate the ability to take computer-based examinations.
6. To prepare students for a career in occupational therapy. It is intended that students will be able
to:
a. Operate as a generalist with broad exposure to the delivery models and systems utilized
in settings where occupational therapy is currently practiced and where it is emerging as a
practice area;
b. Recognize the necessity to be a life-long learner and to keep current with occupational
therapy practice;
c. Demonstrate knowledge and appreciation of the role of socio-cultural, socioeconomic,
diversity factors, and lifestyle choices in all practice areas.
7. To foster an understanding and appreciation of ethics and values of the profession of occupational
therapy. It is intended that students will be able to:
61
a. Judge personal responsibility for ongoing professional development to ensure a level of
practice consistent with current and accepted standards, including the ability to reflect on
the quality of all aspects of one’s practice;
b. Understand and apply professional ethical principles related to occupational therapy
practice.
TECHNICAL STANDARDS
Students enrolled in Occupational Therapy Department programs are expected to have the abilities and
skills necessary to complete the educational goals of the program. These standards define the behavioral,
professional and psychological standards that a student must possess to participate in and complete a
program of study in the Occupational Therapy Department. The following is a list of the technical, or
essential, skills required:
I. Motor Skills
1. Possess sufficient motor function to elicit information from patients while carrying out evaluation
procedures.
2. Execute motor movements reasonably required to provide occupational therapy services. This
includes the occupational strength to perform cardiopulmonary resuscitation, lift and transfer
patients and to stand for long periods of time.
II. Communication Skills
1. Communicate in oral and written English effectively and appropriately.
2. Engage in non-verbal communication effectively.
3. Acquire information through classroom instruction, clinical experiences, independent learning
and consultation.
4. Complete reading assignments, search for and evaluate the literature required for learning within
the academic and clinical environments.
III. Intellectual/Conceptual, Integrative and Qualitative Skills
1. Use computers for searching, recording, storing and retrieving information.
2. Comprehend three-dimensional relationships and understand spatial relationships.
3. Measure, calculate, reason, analyze, and synthesize information
4. Effectively apply knowledge and skills gained from academic experiences in clinical situations.
IV. Sensory/Observational Skills
1. Observe demonstrations and participate appropriately during laboratory and clinical experiences
as required by the curriculum.
2. Tolerate close physical contact with patients. Tolerate manipulation of his/her body by students
and/or faculty for instructional purposes.
3. Recognize emergency signals.
V. Behavioral/ Social Skills and Professionalism
1. Demonstrate attributes of empathy, integrity, concern for others, interpersonal skills, interest, and
motivation (assessed during admissions and throughout OT education)
2. Possess the emotional well-being required for use of his/her intellectual abilities.
3. Exercise sound judgment.
4. Demonstrate prompt completion of all responsibilities and the development of mature, sensitive
and effective relationships.
5. Adapt to ever-changing environments, display flexibility and learn to function in the face of
uncertainties and stresses which are inherent in the education process, as well as the clinical
problems of patients.
6. Be assertive, delegate responsibilities appropriately and function as part of a treatment team.
7. Possess the organizational skills necessary to meet deadlines and manage time.
8. Respond appropriately to emergency situations.
62
OCCUPATIONAL THERAPY PROGRAM (BSHS/MSOT)
Director:
Vera-Jean Clark-Brown, MS, OTR/L
Program Chair, Bay Shore campus:
Tara Casimano, MHS, OTR/L
Program Chair, Manhattan campus:
Julie Kardachi, MA, OTR/L
PROGRAM DESCRIPTION
This program offers a three-year, upper-division curriculum leading to a combined Bachelor of Science (BS) degree in Health
Sciences and Master of Science (MS) degree in Occupational Therapy. Classes at the Bay Shore, Long Island campus begin in
the Fall of each year and are presented in six sequential academic semesters. Fieldwork is incorporated by way of three
strategically placed full-time clinical experiences during the three-year commitment. Classes at the Manhattan campus begin in
January and follow the same six sequential academic semesters and fieldwork plan.
BSHS/MSOT PROGRAM CURRICULUM
The curriculum has been designed to provide an education that begins with a strong foundation in anatomical and social
sciences. The first year includes intensive study related to occupational therapy and psychosocial issues. After this sequence of
coursework, the student begins to apply the knowledge base to practice during the first Level II Fieldwork placement in a
psychosocial setting.
The second year of the curriculum builds on prior knowledge. In addition, it fosters critical thinking skills and clinical
practice in pediatrics and adult physical disabilities. Coursework is designed to add information on pathological
processes. Fieldwork Level II in a Physical Disability setting follows successful completion of the second year of
coursework.
The final year incorporates graduate-level courses involving advanced theory and treatment interventions that reflect
the vast diversity of present-day occupational therapy practice. Other concepts and skills emphasized in the final year
include the completion of a research project, the refinement of administrative and diagnostic skills, and the
enhancement of skills in analyzing and synthesizing theory and practice. All are essential for professional practice in
the field of occupational therapy. A third and final Fieldwork Level II completes the third year sequence of coursework.
Throughout the curriculum, there is a close correlation between theory and practical application in the
classrooms, laboratories, and clinics. The program includes a variety of teaching methods, including
lectures and discussions, laboratory practice, seminars, student presentations, and conferences.
Competency and proficiency are determined by written, oral, and practical examinations, as well as by
student presentations and projects.
Upon successful completion of the third year and a research project, the student is awarded a Bachelor of
Science degree in Health Sciences combined with a Master of Science degree in Occupational Therapy.
ACCREDITATION AND REGISTRATION
The Occupational Therapy Program is registered with the New York State Education Department and
accredited by the Accreditation Council for Occupational Therapy Education (ACOTE), 4720
Montgomery Lane, Bethesda, MD. 20814-3425, (301) 652-2682. Occupational Therapy Program
graduates are eligible to apply for all occupational therapy state professional licenses, and the professional
certification examination offered through the National Board for Certification in Occupational Therapy
(NBCOT). Licensure is required in New York State.
63
ADMISSIONS REQUIREMENTS AND PROCEDURES
(Also see pp. 17-19 for general admission policies and procedures.)
Students may apply for admission directly to the Occupational Therapy Program they wish to attend.
Applications are accepted at both campuses until the class is filled. Admissions decisions are made by a
faculty committee and are based on assessment of the applicant’s academic preparation and apparent
potential for academic success, professional development, and commitment to the profession of
occupational therapy.
A minimum of 60 credits in Liberal Arts and Sciences with a minimum grade point average of 2.8 is
required for admission. Prerequisites include:
• 8 credits of Biology with lab, for science majors
• 4 credits of Chemistry for science majors, Physics (preferred), or additional Biology for science
majors (each with laboratories)
• 9 credits of Psychology (General Psychology, Human Growth and Development, and Abnormal
Psychology)
• 6 credits of English Composition, or Composition and Literature
• 3 credits of College Mathematics (pre-calculus recommended)
• 3 credits of Statistics
• 3 credits of Sociology
• 24 additional credits in Social Sciences, Arts and Humanities
Additional admission requirements are:
• Official scores from either the SAT, ACT, GRE, or TOEFL
• Current CPR certification
• 100 hours of volunteer work under the supervision of a licensed occupational therapist
• Two letters of recommendation; one from a licensed occupational therapist, one from a
professional or academic source
• Interview and on-site essay for selected applicants
Documentation of the above requirements should be submitted along with a completed occupational
therapy program application and all official transcripts from colleges attended. All prerequisites must be
completed prior to entering the program. Only coursework completed with a grade of “C” or better will
transfer.
S t u d e n t s w h o d o n o t m e e t e s t a b l i s h e d grade point standards may petition the Admissions
Committee for consideration. The petition must be in writing and must accompany t h e a p p l i c a t i o n . I t
m u s t c l e a r l y explain extenuating circumstances that have prevented the student from meeting existing grade
point standards, and describe elements of the applicant’s background that would indicate the potential for success in the
program. The Admissions Committee may choose to admit students who have not met established admission
requirements, based on the student’s petition, application, interview and other supporting documents required as part of
the application process.
A formal articulation agreement for preparation and admission to our program has been developed with the Touro
College Undergraduate Studies Program. Information about this program appears on pp. 134-142 of this Bulletin.
For application and further information regarding the Occupational Therapy Program at Touro College,
please call or write:
Occupational Therapy Department
Touro College School of Health Sciences
1700 Union Boulevard
64
Bay Shore, NY 11706
(631) 665-1600 ext.256
otbayshore@touro.edu
or
Occupational Therapy Department
Touro College School of Health Sciences
27-33 West 23rd St.
New York, NY 10010
(212) 463-0400 ext. 671
otny@touro.edu
or
Visit our website:
www.touro.edu/shs
Students may also apply through the Touro College School of Health Sciences website at www.touro.edu.
TUITION, FEES AND EXPENSES
The majority of students attend the OT Program on a full-time basis. This requires a m a j o r
c o m m i t m e n t o f b o t h t i m e a n d resources.
Tuition and fees for the 2006-2007 academic year are as follows:
Full-time tuition per annum (12 or more credits)
Extended study program (per credit fee)
Application fee (non-refundable)
Tuition deposit (non-refundable, applied to 1st semester tuition)
Administrative fee (per semester)
Materials fee (per semester)
Laboratory fee (per year)
Student activity fee (per year)
Returned check fee
Late registration fee
Transcript fee
Graduation fee (due with final semester registration)
$18,700
550
50
500
100
50
100
40
40
50
10
200
The Touro College Board of Trustees reserves the right to change
t h e tuition and fee schedules of all programs without prior written notice. Students should obtain
updated tuition and fee information at the time of their inquiry or application for admission to the
program.
Students may be charged additional fees to cover student manuals and educational packets. Fees may vary
by semester. Annual personal expenses for books, travel to school and fieldwork assignments, housing,
food, uniforms, supplies, and other items will vary greatly from individual to individual. All OT students
are required to be covered by health insurance for the duration of the program (See page 263 of this
Bulletin). Travel plus room and board for fieldwork placements for students who travel to out-of-town
facilities will also affect student costs. Students are encouraged to meet with the Financial Aid Counselor
early in the application process to plan for these expenses.
65
Students ready for graduation from the Occupational Therapy program should anticipate expenses up to
$1,000 in order to cover such items as: graduation fee, licensure applications and fees, certification
examination fees, and thesis expenses.
In addition to the scholarships, loans, and work opportunities offered by the School of H e a l t h
Sciences (See pp.34-47 of this Bulletin), there are some funding
sources available specifically for Occupational Therapy students. The department maintains a file on
these resources, which is available to students. Included among these are:
• Scholarships from state and local Occupational Therapy Associations
• American Occupational Therapy Foundation (AOTF) scholarships
• The E. K. Wise Loan Fund of the AOTF
• American Business Clubs (AMBUCS) OT scholarships
• DAR OT scholarships
• Loans from the Veterans Administration, New York City Public Schools,
and several private health-care providers
Requirements, filing deadlines, and award amounts for these monies vary widely. Students are advised to
file an application for Financial Aid (FAFSA) and investigate these sources early in the application
process. Individuals currently employed by health-care agencies, or residing in geographic areas where
great shortages of occupational therapists exist, may also wish to approach local providers personally with
a plan for educational sponsorship in exchange for returning to work in the sponsoring agency.
PROGRAM CALENDARS
Below is the program calendar for the Manhattan campus BSHS/MSOT Program.
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Spring 2008
Summer 2008
Fall 2008
Spring 2009
Summer 2009
Fall 2009
Fieldwork Semester
Semester I
Semester III
Semester V
Semester II
Semester IV
Semester VI
Fieldwork Semester
Semester I
Semester III
Semester V
Semester II
Semester IV
Semester VI
Fieldwork Semester
Semester I
Semester III
Semester V
Semester II
Semester IV
Semester VI
Fieldwork Semester
Start
Sept. 18, 2006
Jan. 2, 2007
Jan. 16, 2007
Jan. 16, 2007
May 29, 2007
May 29, 2007
May 29, 2007
Sept. 17, 2007
Jan. 2, 2008
Jan. 14, 2008
Jan. 14, 2008
May 27, 2008
May 27, 2008
May 27, 2008
Sept. 15, 2008
Jan. 5, 2009
Jan. 20, 2009
Jan. 20, 2009
May 26, 2009
May 26, 2009
May 26, 2009
Sept. 14, 2009
End
Jan. 5, 2007
May 18, 2007
May 18, 2007
May 18, 2007
Sept. 14, 2007
Sept. 14, 2007
Sept. 14, 2007
Jan. 4, 2008
May 9, 2008
May 9, 2008
May 9, 2008
Sept. 12, 2008
Sept. 12, 2008
Sept. 12, 2008
Jan. 2, 2009
May 15, 2009
May 15, 2009
May 15, 2009
Sept. 11, 2009
Sept. 11, 2009
Sept. 11, 2009
Jan. 1, 2010
Finals End
Jan. 5, 2007
May 18, 2007
May 18, 2007
May 18, 2007
Sept. 14, 2007
Sept. 14, 2007
Sept. 14, 2007
Jan. 4, 2008
May 9, 2008
May 9, 2008
May 9, 2008
Sept. 12, 2008
Sept. 12, 2008
Sept. 12, 2008
Jan. 2, 2009
May 15, 2009
May 15, 2009
May 15, 2009
Sept. 11, 2009
Sept. 11, 2009
Sept. 11, 2009
Jan. 1, 2010
Below is the program calendar for the Bay Shore campus BSHS/MSOT Program.
66
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Spring 2008
Summer 2008
Fall 2008
Spring 2009
Summer 2009
Fall 2009
Semester I
Semester III
Semester V
Semester II
Semester IV
Semester VI
Fieldwork Semester
Semester I
Semester III
Semester V
Semester II
Semester IV
Semester VI
Fieldwork Semester
Semester I
Semester III
Semester V
Semester II
Semester IV
Semester VI
Fieldwork Semester
Semester I
Semester III
Semester V
Start
Aug. 21, 2006
Sept. 5, 2006
Sept. 5, 2006
Jan. 16, 2007
Jan. 16, 2007
Jan. 16, 2007
May 14, 2007
Aug. 20, 2007
Sept. 4, 2007
Sept. 4, 2007
Jan. 15, 2008
Jan. 15, 2008
Jan. 15, 2008
May 19, 2008
Aug. 18, 2008
Sept. 2, 2008
Sept. 2, 2008
Jan. 20, 2009
Jan. 20, 2009
Jan. 20, 2009
May 18, 2009
Aug. 24, 2009
Sept. 8, 2009
Sept. 8, 2009
End
Jan. 5, 2007
Jan. 5, 2007
Jan. 5, 2007
May 11, 2007
May 11, 2007
April 27, 2007
Aug. 24, 2007
Jan. 4, 2008
Jan. 4, 2008
Jan. 4, 2008
May 16, 2008
May 16, 2008
May 2, 2008
Aug. 22, 2008
Jan. 9, 2009
Jan. 9, 2009
Jan. 9, 2009
May 15, 2009
May 15, 2009
May 1, 2009
Aug. 21, 2009
Jan. 8, 2010
Jan. 8, 2010
Jan. 8, 2010
Finals End
Jan. 5, 2007
Jan. 5, 2007
Jan. 5, 2007
May 11, 2007
May 11, 2007
April 27, 2007
Aug. 24, 2007
Jan. 4, 2008
Jan. 4, 2008
Jan. 4, 2008
May 16, 2008
May 16, 2008
May 2, 2008
Aug. 22, 2008
Jan. 9, 2009
Jan. 9, 2009
Jan. 9, 2009
May 15, 2009
May 15, 2009
May 1, 2009
Aug. 21, 2009
Jan. 8, 2010
Jan. 8, 2010
Jan. 8, 2010
PROGRAM LENGTH
The Occupational Therapy Program curriculum is designed as an integrated, developmental
process; courses must be taken in sequence. Completion of the program normally requires a
minimum of three years of full-time study. However, selected students may be permitted to enroll
in an extended curriculum as an alternative to the full-time Occupational Therapy Program. Students
should be aware that their tuition and/or financial aid status may be affected by electing this option, and
are encouraged to seek advisement from the Touro College Financial Aid Office, as well as from the
Occupational Therapy Program.
RECOMMENDED SEQUENCE OF COURSES
Please note: Course numbers shown below are in effect beginning with the Fall 2007 semester.
First Year
First Semester
Credits
HS 304 Human Gross Anatomy (for Bay Shore students) *
7
OR
HS 305 Human Gross Anatomy (for Manhattan students) *
7
HS 301 Physiology
5
OT 322 Growth and Development I
2
OT 330 Psychosocial Studies and Group Process I
3
OT 371 Introduction to Occupational Therapy
3
TOTAL
20
67
Second Semester
HS 390 Neuroscience
OT 323 Growth and Development II
OT 331 Psychosocial Studies and Group Process II
OT 335 Substance Abuse Seminar
HS 352 Kinesiology
OT 376 Foundations of Occupational Therapy
OT 302 Level II Fieldwork and Seminar
(12 weeks full-time in a Psychosocial Setting)
TOTAL
3
20
Second Year
Third Semester
HS 440 Human Disease Processes I
OT 415 Pediatrics
OT 460 Prosthetics and Orthotics
OT 470 OT Theory and Practice: Pediatrics
OT 475 OT Theory and Practice: Physical Disabilities I
OT 495 Research Design and Statistics I
TOTAL
3
3
3
4
3
2
18
Fourth Semester
HS 441 Human Disease Processes II
HS 447 Health Promotion/ Patient and Professional Education
OT 405 Gerontology
OT 465 Rehabilitation Design
OT 476 OT Theory and Practice: Physical Disabilities II
OT 496 Research Design and Statistics II
OT 402 Level II Fieldwork and Seminar
(12 weeks full-time in a Physical Disabilities setting)
TOTAL
4
2
3
1
4
3
3
2
2
2
3
2
3
17
Third Year
Fifth Semester
HS 651 Administration/Health Care Delivery
2
OT 640 Current Trends in Occupational Therapy Practice
2
OT 670 Advanced Analysis and Synthesis of Activity
3
OT 695 Research I
3
Select two of the following (availability depends on enrollment; subject to change):
OT 660 Advanced Clinical Neurology
3
OT 661 Cognitive Rehabilitation
3
OT 662 Vocational Readiness
3
OT 663 Advanced Clinical Orthopedics
3
TOTAL
16
Sixth Semester - Ten (10) Weeks
OT 650 Specialty Seminar **
OT 655 Advanced Clinical Reasoning
OT 675 Advanced OT Theory and Practice
OT 696 Research II
OT 602 Advanced Fieldwork Elective and Seminar
3
3
3
3
68
(8 weeks of full-time in an elective area)
HS 201 Independent Study-Community Service ***
TOTAL
2
1
15
* HS 304 Human Gross Anatomy at the Bay Shore campus is taught utilizing human cadaver dissection.
At the Manhattan campus, HS 305 is taught utilizing computer-generated images, physical models, and
other multimedia tools.
** Availability depends on enrollment; topics will vary and may include: hand therapy, school-based OT,
gerontology, adult rehabilitation, pediatric rehabilitation, developmental disabilities, adult psychosocial
rehabilitation, child psychosocial rehabilitation.
*** All students of the School of Health Sciences must complete a one credit independent study in
Community Service, HS 201, to be eligible for graduation. This course may be taken at any time during
the student’s time at Touro; however, first semester of the first year is not recommended. OT 385G also
will meet the requirement. See your advisor regarding these courses.
Program Totals for BSHS/MSOT
Total prerequisite credits
Total Touro credits for BS
Total Touro credits for MS
Total credits for Community Service requirement (*** above)
TOTAL CREDITS
60 (minimum)
73-75
30
1
164-166
OCCUPATIONAL THERAPY ASSISTANT ──► OCCUPATIONAL THERAPIST
The Occupational Therapy Program encourages Occupational Therapy Assistants (OTAs) to advance
their careers. Occupational Therapy Assistants applying for the BSHS/MSOT degree program may have
their transcripts reviewed on an individual basis and may receive credit for education or experience
acquired as an OTA. All requirements for admission must be met.
FIELDWORK EXPERIENCE: BSHS/MSOT PROGRAM
Fieldwork experience is an integral part of the student’s occupational therapy education at Touro
College. It provides students with opportunities to practice new skills, observe client/patient
behavior, model practice after master clinicians, and explore the application of didactic and
theoretical knowledge acquired in the classroom.
Clinical Fieldworks are integrated throughout the curriculum and must be completed in the established
sequence. Failure to successfully complete the proper sequence may interrupt the sequence of courses
available, and/or impact the timely completion of the entire program of study.
Level I fieldwork consists of six site visits to clinical settings. These visits are intended as preliminary
exposure and exploration opportunities, although they may also include specific assignments. It is
expected that student performance will improve as the student advances through the program. Time for
Level I fieldwork is built into the student’s schedule. Students are expected to attend all Level I sessions.
If an absence occurs, students are to call the OT Program and the fieldwork site. Students are required to
make up any missed sessions.
Level II fieldwork is a full-time placement in a clinical setting under the supervision of an experienced
occupational therapist. Level II fieldwork is generally either twelve (OT 302 and 402) or eight (OT 602)
weeks full-time in a single site, although special alternative placements may be arranged from time to
time. Students on Level II fieldwork are expected to perform as entering professionals, abiding by the
legal, ethical, and procedural standards of the center, the profession, and the school. Scheduling for Level
II placement is done by the Academic Fieldwork Coordinator. Students are placed in facilities and centers
69
with which Touro has a clinical contract. Only the School and the Program can act as representatives in
the development of such a clinical contract.
Students are assigned to a fieldwork placement that is selected from our pool of available fieldwork
centers. Placement may be at local, or distant out-of-town sites. While some fieldwork centers provide
stipends, meals, parking, and/or housing options, students should be financially prepared to pay for
uniform, travel, housing, and meal expenses involved in fieldwork assignments. Students should expect to
be commuters or residential boarders for each of their fieldwork assignments.
Students in the BSHS/MSOT Program must complete all Level II Fieldwork within 24 months of the
completion of all other courses.
GRADUATION
(Also see pp. 30-31)
Students are recommended for graduation upon satisfactory completion of all required academic and
clinical coursework, and after receiving final approval for their research project. An overall GPA of 3.0 is
required to graduate from the Occupational Therapy Program.
Students expecting to graduate must complete an “Application for Graduation” and pay the applicable fee
at the beginning of their last semester at Touro. Forms can be obtained through the Occupational Therapy
department office at each campus.
CERTIFICATION AND LICENSURE
Students graduating from programs accredited by the Accreditation Council for Occupational Therapy
Education (ACOTE) in occupational therapy are eligible to take the occupational therapy certification
examination, which is administered by the National Board for Certification in Occupational Therapy, Inc.
(NBCOT). Presently, the examination is given “on demand”, at a number of locations. The exam also
serves as the state licensing examination for most states. Students must apply separately for licensure. A
professional license is generally obtained in the state where the student plans to practice. The NYS
Education Department licenses occupational therapists to practice in New York. Students who have
completed all requirements for their degrees but have not yet graduated may, in some cases, practice
under supervision with a Limited Permit. Receipt of a license or permit requires proof of program
completion, satisfactory character and citizenship, and submission with payment of all the appropriate
forms.
Students should obtain and complete the applications for both state licensure and NBCOT registration
following their last semester at Touro. The department will certify the student’s readiness for these
credentials, but is not responsible for obtaining, completing, and returning the required forms. The right to
sit for these examinations is restricted to only those students who have completed all aspects of an
accredited program, and those who can obtain an official transcript so stating such a completion. Since
both the NBCOT and NYS license are designed to protect the public, these official bodies also monitor
professional practice and control entry by felons. Anyone who has a previous criminal record should
contact both the NBCOT and the Department of Education prior to commencing study toward the
occupational therapy degree to assure that practice, following study, is an option.
70
OCCUPATIONAL THERAPY ASSISTANT PROGRAM (OTA) A.A.S.
Director:
Vera-Jean Clark-Brown, MS, OTR/L
Chair:
Rivka Molinsky, MA, OTR/L
PROGRAM DESCRIPTION
The Occupational Therapy Assistant is professionally trained at the associate level to work closely with
and under the supervision of the Occupational Therapist. Occupational Therapy Assistants work in a
diverse range of clinical, educational, and health related settings.
The OTA program is a two-year, full-time, evening course of study leading to an Associate in Applied
Sciences (AAS) degree, and is offered at the Manhattan Main Campus. The curriculum provides a
foundation in Liberal Arts and Sciences as well as specific courses for the OTA. The evening program is
designed to support the College mission of expanding access to educational opportunities. The program
includes minimal daytime fieldwork visits during the third and fourth semesters, and includes a fourmonth, full-time daytime clinical experience at the conclusion of the academic component. Students study
and train under the supervision of licensed OTRs and COTAs, receiving a comprehensive overview of the
types of clients and settings encountered in practice. This AAS curriculum emphasizes the application of
treatment techniques that enables the student to work under the supervision of an Occupational Therapist.
Students learn treatment planning and delivery, data collection, and how to communicate effectively and
collaborate with other members of the health care team. While the level of instruction and the nature of
the courses vary from that of the OTR, the expectations placed upon the student, and the ultimate
contribution the student makes to the health care team remain consistent; to serve society.
Occupational Therapy Assistant courses are presented using diverse instructional methods to
accommodate different learning styles and to take advantage of the cultural diversity of the student body
at Touro College. This approach facilitates the students’ development of their sensitivity to and
appreciation of multiculturalism as a necessity for client-centered focus in their practice as professionals
and as citizens.
The development of professional behaviors is considered to be a critical aspect of the educational
program. Therefore, all courses include a portion of their grade for professional development. The desired
outcome of the program is facilitation of student achievement of the necessary knowledge and skills to
become competent, caring and ethical occupational therapy assistant practitioners.
ACCREDITATION AND REGISTRATION
The OTA Program is registered with the Division of Professional Education of the New York State
Education Department. It is accredited by the Accreditation Council for Occupational Therapy Education
(ACOTE) of the American Occupational Therapy Association (AOTA) 4720 Montgomery Lane,
Bethesda, MD. 20814-3425, (301) 652-2682. Graduates are eligible to take the national certification exam
offered by the National Board for Certification in Occupational Therapy (NBCOT) and are eligible to
apply for occupational therapy assistant state professional licenses/certifications. New York State requires
OTA’s to be certified by the Commissioner of Education.
ADMISSIONS REQUIREMENTS AND PROCEDURES
(Also see pp. 17-19 for general admissions policies and procedures.)
The following are required for admission to the program:
• A completed application form
71
•
•
•
•
•
•
•
•
A high school diploma or its equivalent
For students who elect to transfer from other programs of Touro College or from other colleges,
supporting documentation of attendance (transcripts) must be provided
A minimum of 35 hours of volunteer service in an occupational therapy setting or multiple
occupational therapy settings (supporting documentation must be provided)
Two letters of recommendation; one from a former teacher and one from an Occupational
Therapist
An interview with one or more faculty members of the Occupational Therapy Department
Applicants are encouraged, but not required, to submit Scholastic Aptitude Test (SAT) or
American College Testing (ACT) scores with the application for admission
International students must achieve a TOEFL score of 550 or more (supporting documentation
must be provided)
Admissions/Placement testing in both Math and English
For application and further information regarding the OTA Program at Touro College, please call or
write:
Occupational Therapy Assistant Program
Touro College School of Health Sciences
27 West 23rd Street
New York, NY 10010
Telephone (212) 463-0400, ext. 258
Email: ota@touro.edu
TUITION, FEES AND EXPENSES
Tuition and fees for the 2006-2007 academic year are as follows:
Full time tuition per annum
Application fee (non-refundable)
Tuition deposit (non-refundable, applies to first semester tuition)
Administrative fee (per semester)
Student activity fee per annum
Materials fee (per semester)
Graduation fee
$ 9,950
50
500
100
40
50
200
The Touro College Board of Trustees reserves the right to change the tuition and fees schedule without
prior written notice. Students should obtain updated tuition and fees information at the time of their
inquiry or application for admission to the program.
Total Estimated Annual Expenses
Annual personal expenses for books, travel to school and fieldwork assignments, housing, food, uniforms,
supplies, and other items will vary greatly from individual to individual. All OTA students are required to
have health insurance throughout the entire program. Travel plus room and board for fieldwork
assignments for students who travel to out-of-town assignments will also affect student costs. Students are
encouraged to meet with the Financial Aid Counselor early in the application process to plan for these
expenses.
Second Year Expenses
Students ready for graduation from the OTA program should anticipate expenses up to $1,000 in order to
cover such items as: graduation fee, licensure applications and fees, and certification examination fees.
72
PROGRAM CALENDAR
Spring 2006
Summer 2006
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Spring 2008
Summer 2008
Fall 2008
Spring 2009
Summer 2009
Fall 2009
Start
Feb. 6, 2006
June 26, 2006
Sept. 6, 2006
Feb. 5, 2007
June 25, 2007
Sept. 9, 2007
Feb. 4, 2008
June 30, 2008
Sept. 10, 2008
Feb. 9, 2009
June 29, 2009
Sept. 9, 2009
End
June 16, 2006
Aug. 26, 2006
Jan. 12, 2007
June 16, 2007
Aug. 24, 2007
Jan. 11, 2008
June 13, 2008
Aug. 29, 2008
Jan. 7, 2009
June 19, 2009
Aug. 28, 2009
Jan. 15, 2010
Finals End
June 16, 2006
Aug. 26, 2006
Jan. 12, 2007
June 16, 2007
Aug. 24, 2007
Jan. 11, 2008
June 13, 2008
Aug. 29, 2008
Jan. 7, 2009
June 19, 2009
Aug. 28, 2009
Jan. 15, 2010
CURRICULUM
OTA courses are offered only at the Manhattan campus in the evenings, except as noted. All
required liberal arts courses are also offered at the Manhattan campus in the evenings, but may
alternatively be taken at any campus of choice.
RECOMMENDED SEQUENCE OF COURSES
AAS - OTA PROGRAM
First Semester
GLL 121 College Writing I
GPS 110 General Survey of Psychology
GSB 117 Anatomy and Physiology I
OTA 110 Introduction to Occupational Therapy
HS 201 Independent Study/Community Service
TOTAL
Second Semester
GPS 201 Developmental Psychology
GPS 335 Abnormal Psychology
GSB 118 Anatomy and Physiology II
OTA 210 OT: Skills and Applications I
OTA 250 Applied Kinesiology
TOTAL
Third Semester
OTA 246 Community Health
OTA 270 Clinical Conditions
OTA 315 OT in Mental Health Practice
TOTAL
Fourth Semester
GLL 122 College Writing II
GSM 130 College Mathematics
OTA 325 OT in Pediatric Practice
OTA 345 OT in Adult Practice
OTA 365 OT in Older Adult Practice
TOTAL
Credits
4
3
4
3
1
15
3
3
4
3
4
17
1
3
4
8
4
3
4
4
4
19
73
Fifth Semester
OTA 405 OT: Skills and Applications II
OTA 415 Professional Development
OTA 500 Clinical Practice I: Psychosocial Dysfunction
OTA 501 Clinical Practice II: Physical Dysfunction
TOTAL
TOTAL CREDITS IN PROGRAM
3
2
4
4
13
72
PLEASE NOTE: The faculty of the School of Health Sciences reserves the right to make recommended
changes in course sequence and credits. Please be sure to obtain the most current, up-to-date copy of the
program brochure at the time of your inquiry.
PROGRAM LENGTH
Students are generally admitted and expected to progress through the program on a full-time schedule.
The Occupational Therapy Assistant curriculum is designed as an integrated, developmental process;
courses are offered once a year and must be taken in sequence. Completion of the program requires two
years of study.
Alternatively, the curriculum may be extended to meet individual student needs. Students
interested in pursuing this part-time option must receive approval from the OTA program to
individualize their academic plan. Since tuition and financial aid status may be affected by this
option, students should examine these factors before beginning part-time study, and are encouraged to
seek advisement from the Touro College Financial Aid Office.
OTA ──► OT TRANSITION
Touro College School of Health Sciences Occupational Therapy Department offers a BSHS/MSOT
program that recognizes the value of the Occupational Therapy Assistant educational and clinical
experience. OTA practitioners are encouraged to explore the possibility of entering this program.
Applicants who are qualified Occupational Therapy Assistants will have their transcripts reviewed on an
individual basis.
FIELDWORK EXPERIENCE: OTA PROGRAM
Fieldwork experience is an integral and integrated part of the student’s occupational therapy education at
Touro College. It provides students with opportunities to practice new skills, observe client/patient
behavior, model practice after master clinicians, and explore the application of didactic and theoretical
knowledge acquired in the classroom.
Level I fieldwork consists of site visits to clinical settings while classes are in session, usually related to a
particular class. These visits are intended as preliminary exposure and exploration opportunities, although
they may also include specific assignments. Level I fieldwork occurs throughout the curriculum. Students
should plan ahead to schedule these daytime commitments. Time for Level I fieldwork is built into the
student’s schedule. Students are expected to attend all Level I sessions unless they have a medical excuse,
to call in to the school and the fieldwork site if an absence occurs, and to make up any missed sessions.
Level II fieldwork is a full-time, daytime workweek placement in a clinical setting under the supervision
of an experienced occupational therapist. Each of the two Level II fieldwork experiences is full-time at a
single site. Students on Level II fieldwork are expected to abide by the legal, ethical, and procedural
standards of the center, the profession, and the school. The Fieldwork Coordinator schedules Level II
fieldwork placement in centers that have a contractual agreement with Touro. Only the School and the
74
Department can act as representatives in the development of such a clinical contract. In this case, the
student, the center, and the school are mutually responsible to each other.
Students will be scheduled for fieldwork in advance from our pool of centers. Placement may be at local
or distant, out-of-town sites. While some fieldwork centers provide stipends, meals, parking, and/or
housing options, students should be prepared to handle the uniform, travel, housing, and meal expenses
involved in fieldwork assignments. Students should expect to travel either as commuters or residential
boarders to at least some of their fieldwork assignments.
Clinical Fieldworks must be completed in the pre-arranged sequence. Failure to complete the proper
sequence may significantly interrupt the sequence of courses available, and/or the timely completion of
the entire program of study. Students in the AAS - OTA program must complete all Level II Fieldwork
within 18 months of the completion of all academic courses.
GRADUATION REQUIREMENTS
(Also see pp. 30-31)
Graduation is dependent upon:
• successful completion of all required Liberal Arts courses
• successful completion of all OTA program academic and fieldwork requirements within five
years of entering the program*
*These fieldwork requirements must be completed within 18 months of completion of academic
requirements of the program.
CERTIFICATION
Following graduation, students are eligible for permanent New York State certification. Graduates must
apply for certification in order to practice in New York State. Most states require a similar process, and
some states (i.e. New Jersey) require graduates to have passed the national certification exam (NBCOT).
75
ORIENTAL MEDICINE & ACUPUNCTURE
GRADUATE PROGRAM IN ORIENTAL MEDICINE (GPOM)
Program Director:
Kathy Taromina, MS, LAc
INTRODUCTION AND DESCRIPTION
Oriental Medicine
The term “Oriental Medicine” has been chosen by practitioners in many parts of the world to describe the
many variations and approaches to healing that have grown from the roots of Traditional Chinese
Medicine. This is a system of healing that has been practiced, written about, thought about and adapted by
thoughtful human beings in search of better health for at least 2000 years. Oriental medicine uses
acupuncture, herbs, diet, massage, exercise, and meditation to influence the body and mind, the whole
human being, to achieve a state of healthy balance.
The ideas upon which Chinese medicine is based begin with the assumption that a human being is subject
to the laws of nature and that he or she will be happiest and healthiest when living in accord with them.
These ideas emerged over 2000 years ago in texts such as The Yellow Emperor’s Inner Classic, a text that
formed the basis for wide-ranging intellectual and clinical inquiry in China, Japan, Korea, and Vietnam,
and later in Europe and the United States. The international community of practitioners felt that the
expression “Chinese Medicine” or “Traditional Chinese Medicine”, while speaking to the origins of this
medicine, failed to embrace the 1500 years of practice and contributions by clinicians outside of China. It
is for this reason that practitioners in China and Japan, practitioners of many ethnicities in the United
States, and agencies such as the Accreditation Commission for Acupuncture and Oriental Medicine
(ACAOM) use this term to identify the medicine we practice and teach.
Acupuncture
Acupuncture is a healing method that has been practiced in China for at least 2,200 years. The practice of
acupuncture involves the insertion of a fine needle into specific points on the surface of the body.
Typically, between four and thirty needles are inserted in the course of one treatment. The depth of
insertion varies with the location being treated and the technique being used. The acupuncture needle is
often used in conjunction with the localized application of heat, typically produced by burning the
powdered herb artemisia vulgaris on or near the skin surface. These two methods, needling and
burning, are termed acumoxatherapy or zhen jiu (needles and burning) in Chinese. The essential view
underlying the practice of acupuncture is that the entire body, its surface and interior, viscera and bowels
are linked by an extensive network of channels which conduct both qi (the vital substance of the body)
and blood throughout the body. The movement and distribution of qi and blood is thought to be integral to
the health of the body in Chinese medicine. In areas where they traverse the surface of the body, these
channels can be reached by holes (xue) or what are known in the United States as acupuncture points. By
inserting a needle at these points along the channels, the movement of qi may be influenced and various
symptoms and illnesses treated. The application of manual pressure to acupuncture points has long been a
part of the practice of Chinese medicine. Modern developments include the stimulation of acupuncture
points with electricity, magnetic fields and laser light.
Clinical Practice in the United States
Over 43 states now provide for the legal practice of acupuncture, typically by an independent Licensed
Acupuncturist. In many of these states the practice of aspects of Oriental medicine, including herbal
medicine is either established in law or is an unregulated aspect of the properly trained acupuncturist’s
clinical practice.
76
THE GRADUATE PROGRAM IN ORIENTAL MEDICINE
The primary purpose of the Graduate Program in Oriental Medicine (GPOM) is to educate individuals to
become qualified and professional practitioners of acupuncture and Oriental medicine. The school offers
two distinct pathways:
• a Bachelor of Professional Studies in Health Sciences (BPS) and a Master of Science in Oriental
Medicine (MS) (184.5 credits)
• a BPS/MS in Acupuncture (145.5 credits)
Both programs require 10 semesters of full-time study to complete. The pathways involve clinical
training conducted over a period of 7 semesters. Either pathway qualifies the graduate to apply for
licensure in acupuncture in New York State. The broader program in Oriental medicine is designed to
accommodate the student who wishes to fully understand the practice of Oriental medicine and Chinese
herbal medicine in particular.
Both curricula embody the commitment of the program and its faculty to providing comprehensive
instruction in the principles and practices of classical and modern acupuncture and Oriental medicine. In
particular, attention is given to establishing a strong grounding in the application of traditional theory and
diagnostic practices so that students can fully utilize the rich collection of therapeutic approaches
available to them in the tradition of Oriental medicine. The faculty encourages the student to establish
mastery of traditional diagnostic and therapeutic approaches in order to build their confidence as
clinicians.
MISSION
The mission of the Graduate Program in Oriental Medicine is to educate eligible candidates to become
qualified and professional practitioners of Acupuncture & Oriental Medicine.
GOALS AND OBJECTIVES
1.
To provide students with an understanding of the importance of ethical behavior to personal and
professional achievement.
a.
The student will demonstrate ethical conduct in the classroom and clinical environment.
b.
The student will be able to describe and analyze ethical issues potentially arising in
professional practice.
c.
The student will be able to explain the relevance of patient autonomy to clinical
decisions made by the practitioner.
2.
To provide students with an understanding that there is a dynamic interplay among the
biopsychosocial aspects of human experience in health and illness.
a.
The student will be able to explain biopsychosocial determinants that may impact on
health and disease.
b.
The student will be able to hypothesize relationships between Chinese medicine models
of normal and pathological processes and psychological and social processes that may
affect the patient.
3.
To provide students with the ability to understand and evaluate the disease process and its
impact on a human being from the perspective of both Oriental medicine and biomedicine.
a.
The student will be able to describe and analyze the relationship between the
traditionally understood three causes of disease (as described by Chen Wu-Ze) and the
emergence of specific diagnostic patterns.
b.
The student will be able to describe, differentiate, and analyze the diagnostic indices
associated with the three causes of disease, their resultant disease patterns and
imbalances of the yin and yang and the five phases.
c.
The student will be able to describe the way in which disease processes cause deviations
in normal physiological function from the perspective of both Chinese medicine and
77
biomedicine.
The student will be able to identify the presentations associated with pathological
processes and show how these can contribute to the patient’s presenting symptoms and
likely prognosis from the perspective of both Chinese medicine and biomedicine.
To provide students with the skills to assess the needs of the patient in a systematic and logical
fashion and plan and carry out an appropriate treatment based on this assessment, using relevant
Oriental medicine diagnostic principles and treatment methods.
a.
The student will be able to apply the four diagnostic methods in a systematic process of
data collection and organize the resulting data into an appropriate diagnosis of the
patient’s condition.
b.
The student will plan and execute treatment, selecting aspects of appropriately chosen
modalities, including acupuncture, tui na, qi gong, diet and medicinals.
To prepare students to recognize signs which indicate the patient’s need for referral to other
healthcare professionals.
a.
The student will be able to describe and demonstrate the ability to identify critical signs
of life-threatening and emergent conditions from a biomedical point of view.
b.
The student will be able to identify presenting symptoms that may be indicative of gross
psychopathology that warrants referral to a mental health professional.
c.
The student will demonstrate the ability to initiate a referral to appropriate professionals,
when necessary.
To develop the skills to communicate appropriately and effectively with other healthcare
professionals, patients, and the public.
a.
The student will be able to explain the value of acupuncture and Oriental medicine as a
therapy, whether alternative or adjunctive, in the management of a variety of clinical
conditions.
b.
The student will be able to tell other healthcare professionals, patients, and the public
about the clinical approach and treatment goals of Oriental medicine interventions in a
clear and articulate fashion that is appropriate for his or her audience.
To enable students to critically evaluate and incorporate research results that are relevant to their
clinical practice.
a.
The student will be able to research clinical conditions using standard information
technology resources and analyze the relevance and usefulness of the information
obtained.
b.
The student will be able to apply this information in choosing and designing an
appropriate therapeutic approach for the patient.
To provide an understanding of the legal issues governing the practice of acupuncture and
Oriental medicine.
a.
The student will be able to describe New York State law and other relevant statutes
governing the practice of acupuncture and Oriental medicine.
b.
The student will demonstrate the application of appropriately interpreted state and
federal law through their clinical and personal conduct.
To prepare students to contribute to the development of the profession of acupuncture and
Oriental medicine.
a.
The student will be able to conceive and explain the value of acupuncture and Oriental
medicine as a therapy, whether alternative or adjunctive, in the management of a variety
of clinical conditions.
b.
The student will be able to conceive and explain the value of acupuncture and Oriental
medicine as a therapy in new clinical contexts.
d.
4.
5.
6.
7.
8.
9.
METHODS
The Graduate Program in Oriental Medicine will achieve these goals and objectives by:
78
•
•
•
•
•
Fostering an awareness of the importance of personal integrity to professional endeavors.
Providing a collegial and dynamic educational environment that embodies a commitment to
professional development on the part of both faculty and students.
Supporting students in gaining the skills that will allow them to complete the program and
achieve professional success.
Seeking out opportunities and relationships that increase the resources available to our students
and faculty.
Delivering a strong, systematic and challenging educational program which provides the
following:
9 An understanding and appreciation of the language, culture and philosophy that supports
the worldview of Oriental medicine;
9 Comprehensive training in the principles and practice of acupuncture and Oriental
medicine;
9 An integrated approach to the basic and biomedical sciences that leads to
comprehension, competence and confidence in relevant biomedical skills and topics;
9 A demanding and supportive clinical training program that fosters clinical skills and
professional confidence;
9 Support for the development of strong critical thinking and independent learning skills
that lead to lifelong learning and continuous professional development;
9 A basis for a personal commitment to effective and ethical patient care;
9 An informed appreciation for the interconnections between biological systems, social
practice, and the mind;
9 An environment that supports the cultivation of practices and habits of mind which
foster self-awareness and personal growth.
ACCREDITATION
The Master of Science in Acupuncture and the Master of Science in Oriental Medicine programs of Touro
College’s Graduate Program in Oriental Medicine are accredited by the Accreditation Commission for
Acupuncture and Oriental Medicine (ACAOM), which is the recognized accrediting agency for the
approval of programs preparing acupuncture and Oriental medicine practitioners. ACAOM is located at
Maryland Trade Center #3, 7501 Greenway Center Dr., Ste. 820, Greenbelt, MD 20770; phone (301) 313
- 0855; fax (301) 313 - 0912.
LICENSURE
Students become eligible for licensure in New York State and other states upon completion of either the
Oriental Medicine or Acupuncture Program, by successfully passing the certification examination
provided by the National Commission for the Certification of Acupuncture and Oriental Medicine, and by
acceptance of their application by the New York State Department of Education. Students intending to
achieve licensure in other states should communicate directly with licensing boards to establish their
requirements.
Information on receiving an acupuncture license in New York can be found
(http://www.op.nysed.gov/contact.htm) or by contacting the State Board for Acupuncture.
Lawrence P. DeMers, Executive Secretary
State Board for Acupuncture
State Education Building
2nd floor
Albany, NY 12234
ACUPBD@MAIL.NYSED.GOV
Phone: 518-474-3817, ext. 100
Fax: 518-486-4846
on-line
79
TECHNICAL STANDARDS
Successful participation in and completion of the Graduate Program in Oriental Medicine in either the
Oriental Medicine or the Acupuncture pathway requires students to have certain mental and physical
abilities, with or without reasonable accommodation or adaptations. Touro College complies with the
Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and state and local requirements
regarding applicants and students with disabilities. The Touro College Handbook for Students and
Applicants with Disabilities is available if further information is required.
Licensed Acupuncturists deliver health care in a variety of settings to diverse patient populations. The role of the
licensed acupuncturist demands intelligence, sound judgment, appropriate interpersonal skills, and the capacity
to react to emergencies in a calm and reasoned manner. Licensed acupuncturists and Oriental Medicine and
Acupuncture students must be able to collect and analyze data, perform diagnostic and therapeutic maneuvers,
and solve problems, all in the course of providing patient care.
Required mental and physical abilities fall into five major categories: sensory, communication, motor,
intellectual, and behavioral/social.
Sensory: Oriental Medicine and Acupuncture students must have sufficient visual and auditory ability to
observe in lecture-learner, laboratory, and patient care settings. Sensory skills are required to perform
complete physical examinations utilizing inspection, percussion, palpation, and auscultation necessitating
adequate vision, hearing, and tactile sensation.
Motor: Oriental Medicine and Acupuncture students
diagnostic procedures in addition to negotiating various
facilities, laboratories and hospitals. The didactic phase
contrast to the clinical phase which requires extended
facilities.
must be able to perform therapeutic and
health care environments, such as outpatient
of the program requires extended sitting, in
standing and moving about various clinical
Communication: Oriental Medicine and Acupuncture students must be able to read and understand, write
and speak English for effective classroom and laboratory communication. Oriental Medicine and
Acupuncture students must be able to record and communicate patient information in a timely and effective
manner to other members of the health care team.
Intellectual: Oriental Medicine and Acupuncture students must be able to sustain attention, calculate, reason,
analyze, assimilate and recall information. Correlating information to arrive at a reasonable clinical
conclusion in a timely fashion is a basic tenet of clinical practice. With rapidly expanding avenues of clinical
information, the ability to extract valid, useful and relevant information from the medical literature is also
required.
Behavioral and Social Attributes: Oriental Medicine and Acupuncture students must be able to relate and
perform professionally in a work environment with other members of the health care team. Recognizing
limitations, demonstrating concern for patients, and exercising good judgment are also required attributes.
WHO SHOULD APPLY
Individuals seeking licensure in acupuncture are encouraged to apply to the Graduate Program in Oriental
Medicine. Successful students in the Graduate Program in Oriental Medicine come from a wide variety of
backgrounds. Typically a combination of factors including academic preparation, intellectual ability,
motivation, and discipline are predictive of success in the program. While most GPOM students enter the
program holding a bachelor’s degree, students entering with an associate’s degree or the equivalent have
been successful in the program as well. Students enter from such diverse fields as the fine arts, natural
80
sciences, business, and the health professions.
ADMISSION REQUIREMENTS
(Also see pp. 17-19 for general admissions policies and procedures.)
Applications are reviewed on the basis of standards for admission to Touro College and the Graduate
Program in Oriental Medicine. Decisions on admission are made by a committee of faculty based on
assessment of the applicant’s past academic performance, potential for success in the program and
profession, and evidence of their commitment to their proposed course of study.
Satisfactory completion of 60 transferable credits (30 credits of which must be in the liberal arts and
sciences) completed with a grade of C or better and earned at an appropriately accredited college or
university or its equivalent is required for admission to the program. The minimum cumulative GPA
typically considered is 2.5. Documentation of coursework completed abroad may require verification
and analysis by a service specializing in the evaluation of foreign transcripts.
Applicants must be at least 18 years of age. The applicant must complete a Graduate Program in Oriental
Medicine application form and supply official copies of all transcripts, two letters of recommendation, a
three-page statement of purpose and essay, and an application fee of $50.
Applicants being considered for admission will be scheduled for a personal interview with members of
the faculty.
All candidates must meet the health and technical standards of the GPOM, as described below. All
candidates for the BPS/MS in either Acupuncture or Oriental Medicine must possess the essential skills
and abilities necessary to complete the GPOM curriculum successfully either with or without reasonable
accommodations for any disabilities the individual may have. The use of an intermediary that would
require a student to rely on another individual’s power of selection, observation, or activity will not be
permitted. Technical standards pertaining to the GPOM are furnished below.
For application and further information, please write:
Touro College
Graduate Program in Oriental Medicine
27-33 West 23rd St.
New York, NY 10010
Phone: 212 463-0400 ext. 553
Email: om@touro.edu
Website: www.touro.edu/orientalmedicine
International Students
International students who are not citizens or residents of the United States must use the F-l Visa process.
Guidance in this process will be provided after a complete application has been submitted and the
applicant is accepted into the program.
Demonstrated Competency in the English Language
All instruction in the GPOM is delivered in English. The ability to read, write, and communicate orally in
the English language is a prerequisite to academic and clinical success in the program. Students will be
expected to write research papers, essays, and case histories and to rapidly master technical materials
and vocabulary in a wide variety of subjects. Unless exempted by the Committee on Admission and Student
Progress (CASP), students who are not native speakers of English must take the Test of English as a Foreign
Language (TOEFL) and the Test of Spoken English (TSE) and achieve a score of at least 550 (or the stated
equivalent where scoring standards vary).
81
Exempted students who demonstrate academic difficulties that appear to be related to English language
skills while in the program may be required to complete further language study and to take the above
tests.
Non-Matriculated Students
Occasionally, individuals may wish to pursue studies in the field of acupuncture and Oriental medicine to
achieve personal or professional objectives. Such individuals are admitted to the program at the discretion
of the Director, provided that they fulfill all requirements for admission to the program.
ADMISSION PROCESS
Applications are accepted on a rolling basis for the next scheduled starting class.
Applicants to the GPOM are accepted into a specific program pathway (BPS/MS in Oriental Medicine or
BPS/MS in Acupuncture), after determination by the Committee on Admission and Student Progress
(CASP) that they have met the standards for admission to the program. Students who are accepted into
the program but fail to produce all required documents in a timely fashion may not be allowed to
register for courses in subsequent semesters. International students must submit all official documentation
prior to acceptance into the program.
TUITION, FEES AND EXPENSES
Students are admitted to the program on either a full-time or part time basis. In either case, participation
in the program requires a major commitment of both time and resources. Tuition and fees for the 2006
academic year are as follows:
Per credit tuition
Application fee (non-refundable)
Tuition deposit (non-refundable, applies toward tuition)
Administrative fee, per semester
Student activity fee, per annum
Comprehensive examination (Clinic Entrance, Pre-Internship, Pre-Graduation) fee
Retakes or special administration of comprehensive exams:
Written, up to
Practical, up to
Clinic shift make-up fee
Make-up midterm or final examinations:
Written
Practical
Professional liability (malpractice) insurance fee (Per semester of clinical phases)
Graduation fee
Late registration fee
Returned check fee
Transcript fee
Books, medical equipment, supplies (estimated)
Aggregate Tuition for BPS/MS in Oriental Medicine (excluding fees)
Aggregate Tuition for BPS/MS in Acupuncture (excluding fees)
$280
$ 50
$500
$100
$ 40
$ 75
$100
$150
$100
$40
$70
$75
$200
$50
$40
$10
$ 3,500
$51,380
$40,460
Tuition and fees are subject to change annually. The Touro College Board of Trustees reserves the right to
change the fee schedule without prior written notice.
82
Students are advised that textbooks and equipment such as herb samples, and diagnostic and clinical
supplies are required for course and clinic participation.
Personal expenses for travel, books and other items will vary from individual to individual. Due to the
great variation of cost factors in the Greater New York area, students are encouraged to meet with a
financial aid counselor to plan their own personal expense budget.
Students are required to maintain a valid email address and account from which they can easily access
email communications and to provide it to the GPOM office upon acceptance to the program.
Because of the enormous wealth of information available on-line, the increased use of CD-based software
by text publishers, course requirements, and the use of electronic materials, GPOM students are
strongly encouraged to own a suitable computer that will allow them to use internet resources, write
papers and class assignments, retrieve data and program files from CD ROMs, and retrieve email, etc.
PROGRAM CALENDAR
Start
Fall 2006
Sept. 5, 2006
Spring 2007
Jan. 2, 2007
Summer 2007
May 7, 2007
Fall 2007
Sept. 4, 2007
Spring 2008
Jan. 2, 2008
Summer 2008
May 5, 2008
Fall 2008
Sept. 2, 2008
End
Dec. 18, 2006
April 23, 2007
Aug. 17, 2007
Dec. 21, 2007
April 16, 2008
Aug. 15, 2008
Dec. 18, 2008
Finals End
Dec. 18, 2006
April 23, 2007
Aug. 17, 2007
Dec. 21, 2007
April 16, 2008
Aug. 15, 2008
Dec. 18, 2008
CURRICULUM
The organization of the curriculum within both the Oriental Medicine and Acupuncture programs is
designed to help the student build the knowledge base and set of skills required to become a competent
and successful professional in the field of acupuncture and Oriental medicine. Courses are organized in a
sequence that promotes the orderly and effective acquisition of knowledge in support of effective clinical
practice.
Both programs of study are divided into three distinct phases. The first phase is a “foundation” or preclinical phase during which students establish a comprehensive understanding of the principles and practice
of acupuncture and Oriental medicine as well as basic and biomedical sciences. This first phase of the
program culminates with entry into the clinic as an observer, and the Clinic Entrance Examination.
Students who successfully complete the Clinic Entrance Examination (and meet the requirements for
entry into clinical training described in the GPOM Student Handbook and GPOM Guide to Clinical
Instruction) enter the second phase or “skill building” phase of the program, which is focused on
developing strong clinical skills through the integration of previously acquired knowledge with practical
and didactic coursework and the experience of clinical assistantships. The goal of this phase is to prepare
the students for their internship year by strengthening their skills, knowledge and clinical confidence.
Students work actively in both hands-on and classroom settings to develop skills in clinical reasoning,
physical assessment (using both Oriental and biomedical paradigms), Oriental medicine diagnosis and
treatment delivery. At the end of the “skill building” phase the student takes a comprehensive Preinternship Examination to qualify for entry into the third or “internship” phase of the program.
The “internship” phase of the program is dedicated to supporting students in providing direct patient care
83
and forming a professional identity as independent clinicians in acupuncture and Oriental medicine.
During the year of the internship, students spend approximately 20 hours each week in the clinic setting
seeing their own patients and receiving guidance from clinical faculty. In addition, advanced coursework
in a variety of areas including clinical integration of acupuncture and Oriental medicine, medicine,
research design and classic texts provides a strong foundation for current clinical practice and future
professional growth. The third phase of the program culminates in the Pre-Graduation Examination which
qualifies the student for graduation.
Honors Pathways
From all indications, the continuing development of the field of acupuncture and Oriental medicine will
lead to the establishment of advanced graduate programs offering professional doctorates. In an effort to
prepare its faculty and students for the challenges of doctoral level education, the Graduate Program in
Oriental Medicine offers three distinctive areas of advanced study based on elective coursework. After
successfully completing the Clinic Entrance examination at the end of the fourth semester, a student may
petition the Program Director for permission to enter one of the following three honors pathways
available within the program:
1. Chinese Medical Text Translation
2. Acupuncture & Oriental Medicine Research
3. Medical Integration
Petitions may not be submitted until the fifth semester of full-time study is completed and must be
received no later than the end of the sixth semester.
Eligibility for participation is determined based on a review of the petition by the Program Director and
members of the Admissions and Advancement Committee. Permission will be granted based upon a
review of the student’s academic performance, quality of petition, academic preparation, likelihood for
successful completion, and the availability of appropriate faculty and institutional resources to support the
project.
All three pathways require the completion of a minimum of 12 elective credits and the presentation of a
previously agreed upon and acceptable written product such as a translation or a thesis.
RECOMMENDED SEQUENCE OF COURSES
FOR BPS/MS IN ORIENTAL MEDICINE
HS 201 Community Service (see p. 89)
Phase 1 / Year 1
Semester 1
OMO 401 Fundamental Theory of Oriental Medicine
OMO 403 Chinese Medical Terminology
OMM 405 Introduction to Chinese Herbal Medicine
OMB 407 Human Anatomy
OMG 423 Psychosocial Aspects of Patient Care 1
OMB 411 Biology
Semester 2
OMO 413 Oriental Medicine Diagnosis
OMA 415 Channels & Points 1
OMM 417 Materia Medica 1
OMB 419 Physiology
OMB 421 Surface Anatomy
1 credit
Credits
3
2
2
4.5
2
2
Total 15.5
3
3
3
4
1
84
OMB 409 Chemistry for the Health Sciences
OMG 425 Qi Gong
Medical Terminology
3
1
Total 18
Semester 3
OMO 435 Oriental Medicine Pattern Differentiation
OMA 437 Channels & Points 2
OMA 439 Tui Na 1
OMM 441 Materia Medica 2
OMB 443 Pathophysiology 1
OMB 445 Microbiology / Immunology
OMG 447 History & Philosophy of Medicine
Year 2
Semester 4
OMO 449 Oriental Medicine History & Diagnosis
OMA 451 Channels & Points 3
OMM 455 Materia Medica 3
OMB 457 Pathophysiology 2
OMC 461 Introduction to Clinical Methods
OMA 453 Tui Na 2
OMC 463 Clinic Observation
Complete Tai Ji
CPR & First Aid
Clinic Entrance Exam
3
3
1
3
3
3
2
Total 18
2
3
3
3
2
1
2
Total 16
Phase 2
Semester 5
OMO 601 Clinical Reasoning & Treatment Principles
OMA 603 Acupuncture Treatment Planning
OMM 605 Formulae 1
OMB 607 Physical Diagnosis 1
OMB 609 Human Nutrition
OMB 709 Clinical Research Design
OMC 613 Clinical. Methods
OMC 615 Clinical Assistantship 1
Semester 6
OMO 617 Case Review & Analysis 1
OMA 619 Acupuncture Therapeutics 1
OMM 621 Formulae 2
OMB 623 Physical Diagnosis 2
OMG 625 Psychosocial Aspects of Patient Care 2
OMC 627 Advanced Clinical Methods
OMB 459 Physics for Health Sciences.
OMC 629 Clinical Assistantship 2
OMC 631 Clinical Assistantship 3
2
3
3
3
2
3
1
2
Total 19
1
3
3
3
2
1
2
2
2
Total 19
85
Year 3
Semester 7
OMO 635 Case Review & Analysis 2
OMA 637 Acupuncture Therapeutics 2
OMA 639 Modern Acupuncture Systems
OMM 641 Formulae 3
OMM 643 TCM Dietetics
OMB 645 Pharmacology
OMC 647 Clinical Assistantship 4
OMC 649 Clinical Assistantship 5
Pre-Internship Exam
1
3
2
3
2
3
2
2
Total 18
Phase 3
Semester 8
OMO 701 Clinical Integration of Acupuncture
OMA 703 Applied Acupuncture Systems 1
OMM 705 Clinical Application TCM 1
OMB 707 Medicine 1
OMB 611 Neuroscience
OMG 711 Psychosocial Issues in Clinical Practice
OMC 713 Clinical Internship 1
OMC 715 Clinical Internship 2
OMC 717 Clinical Internship 3
Semester 9
OMA 721 Applied Acupuncture Systems 2
OMM 723 Clinical Application TCM 2
OMM 725 Classical Chinese Medicine 1
OMB 727 Medicine 2
OMM 729 Pharmacognosy & Toxicology of Herbs
OMG 731 Practice Management
OMC 733 Clinical Internship 4
OMC 735 Clinical Internship 5
OMC 737 Clinical Internship 6
Year 4
Semester 10
OMO 739 Clinical Integration of Oriental Medicine
OMM 741 Clinical Application TCM 3
OMM 743 Classical Chinese Medicine 2
OMG 745 Bioethics
OMB 747 Medicine 3
OMO 719 Oriental Medicine Rounds
OMC 749 Clinical Internship 7
OMC 751 Clinical Internship 8
OMC 753 Clinical Internship 9
Pre-Graduation Exam
2
1
3
3
3
1
2
2
2
Total 19
1
3
3
3
2
2
2
2
2
Total 20
2
3
3
2
3
2
2
2
2
Total 21
TOTAL CREDITS IN PROGRAM = 184.5
86
RECOMMENDED SEQUENCE OF COURSES
FOR BPS/MS IN ACUPUNCTURE
HS 201 Community Service (see p. 89)
Phase 1 / Year 1
Semester 1
OMO 401 Fundamental Theory of Oriental Medicine
OMO 403 Chinese Medical Terminology
OMM 405 Introduction to Chinese Herbal Medicine
OMB 407 Human Anatomy
OMG 423 Psychosocial Aspects of Patient Care 1
OMB 411 Biology
Semester 2
OMO 413 Oriental Medicine Diagnosis
OMA 415 Channels & Points 1
OMB 419 Physiology
OMB 421 Surface Anatomy
OMB 409 Chemistry for the Health Sciences
OMG 425 Qi Gong
Medical Terminology
1
3
2
2
4.5
2
2
Total 15.5
3
3
4
1
3
1
Total 15
Semester 3
OMO 435 Oriental Medicine Pattern Differentiation
OMA 437 Channels & Points 2
OMA 439 Tui Na 1
OMB 443 Pathophysiology 1
OMB 445 Microbiology / Immunology
OMG 447 History & Philosophy of Medicine
Year 2
Semester 4
OMO 449 Oriental Medicine History & Diagnosis
OMA 451 Channels & Points 3
OMB 457 Pathophysiology 2
OMB 459 Physics for the Health Sciences
OMC 461 Introduction to Clinical Methods
OMA 453 Tui Na 2
OMC 463 Clinic Observation
Complete Tai Ji
CPR & First Aid
Clinic Entrance Exam
3
3
1
3
3
2
Total 15
2
3
3
2
2
1
2
Total 15
Phase 2
Semester 5
OMO 601 Clinical Reasoning & Treatment Principles
OMA 603 Acupuncture Treatment Planning
OMB 607 Physical Diagnosis 1
OMB 609 Human Nutrition
OMB 611 Neuroscience
2
3
3
2
3
87
OMC 613 Clinical Methods
OMC 614 Clinical Assistantship Acupuncture 1
Total
1
2
16
Total
1
3
3
2
1
2
2
14
Semester 6
OMO 616 Case Review & Analysis 1
OMA 619 Acupuncture Therapeutics 1
OMB 623 Physical Diagnosis 2
OMG 625 Psychosocial Aspects of Patient Care 2
OMC 627 Advanced Clinical Methods
OMC 628 Clinical Assistantship Acupuncture 2
OMC 630 Clinical Assistantship Acupuncture 3
Year 3
Semester 7
OMO 635 Case Review & Analysis 2
OMA 637 Acupuncture Therapeutics 2
OMA 639 Modern Acupuncture Systems
OMB 645 Pharmacology
OMC 646 Clinical Assistantship Acupuncture 4
OMC 648 Clinical Assistantship Acupuncture 5
Pre-Internship Exam
1
3
2
3
2
2
Total
13
Total
2
1
3
3
1
2
2
2
16
Total
2
1
3
2
2
2
2
14
Phase 3
Semester 8
OMO 701 Clinical Integration of Acupuncture
OMA 703 Applied Acupuncture Systems 1
OMB 707 Medicine 1
OMB 709 Clinical Research Design
OMG 711 Psychosocial Issues in Clinical. Practice
OMC 712 Clinical Internship Acupuncture 1
OMC 714 Clinical Internship Acupuncture 2
OMC 716 Clinical Internship Acupuncture 3
Semester 9
OMO 718 Acupuncture Rounds
OMA 721 Applied Acupuncture Systems 2
OMB 727 Medicine 2
OMG 731 Practice Management
OMC 732 Clinical Internship Acupuncture 4
OMC 734 Clinical Internship Acupuncture 5
OMC 736 Clinical Internship Acupuncture 6
Year 4
Semester 10
OMG 745 Bioethics
OMB 747 Medicine 3
OMC 748 Clinical Internship Acupuncture 7
OMC 750 Clinical Internship Acupuncture 8
OMC 752 Clinical Internship Acupuncture 9
2
3
2
2
2
88
Pre-Graduation Exam
Total
11
TOTAL CREDITS IN PROGRAM = 145.5
COMMUNITY SERVICE REQUIREMENT
Every student in the School of Health Sciences must complete a 1-credit independent study in
Community Service, HS 201, to be eligible for graduation. This course may be taken at any time after
successful completion of the clinic entrance exam. The specifics of the experience and project undertaken
are approved by the faculty member advising the student. This is an opportunity for students to
experience the many ways in which Chinese medicine can be applied to community service, while
gaining valuable perspective on illness and disease and its impact on the people it affects.
GRADUATION REQUIREMENTS
(Also see pp. 30-31)
To qualify for graduation with a BS/MS in either Oriental Medicine or Acupuncture, a student must
successfully fulfill all of the following:
• Completion of 60 transferable credits (30 credits of which must be in the liberal arts and
sciences) with a grade of “C” or better earned at an appropriately accredited college or university
or its equivalent
• Successful completion of all required courses and clinical training (including requisite hours and
patient contacts) with a grade of “C” or better
• Overall GPA of 2.0 or higher
• Certification in Cardiopulmonary Resuscitation, Basic Life Support, and Advanced First Aid
• Completion of Medical Terminology Self Study Module
• 30 hours of approved instruction in Tai Ji Quan
• Successful completion of the pre-clinical, pre-internship and pre- graduation examinations
89
PHYSICAL THERAPY DEPARTMENT
Director:
Christopher Kevin Wong, PT, Ph.D., OCS
INTRODUCTION AND DESCRIPTION
Physical therapy is a rewarding and challenging career for individuals interested in patient care. Physical
therapists work toward the restoration of function and the elimination of disability in individuals of all
ages who are disabled by illness, an accident, or who were born with impairment. As an integral member
of the health care team, the physical therapist is a skilled practitioner who evaluates patient status, plans,
organizes, and directs patient-care programs and develops preventive programs for all populations.
Physical therapy practitioners work clinically in hospitals, rehabilitation centers, extended care facilities,
nursing homes, community and public health wellness centers, individual homes, private practices, and
industrial facilities. The physical therapist may also assume a variety of other roles, such as an educator
in colleges and universities, a researcher in educational or clinical settings, a patient or professional
advocate, a public health planner, an ergonomic consultant in industrial settings or in a variety of sports
settings. The physical therapist is legally and professionally responsible for the safe and ethical care
provided to all patients and clients including evaluating, formulating and implementing plans of care.
The physical therapist is also dedicated to educating and instructing individuals, their families, any
caregivers, and other professionals.
Demand for physical therapy continues to grow. The scope of physical therapist responsibility
continuously expands in parallel with many unexplored avenues for growth in the future. This
responsibility includes oversight of all those involved in the provision of physical therapy, including the
supervision and delegation of duties to physical therapist assistants, physical therapy aides, and other
supportive personnel.
Physical Therapy Department Philosophy
The Touro College Physical Therapy Department was established in 1984. The Physical Therapy
Department is dedicated to preparing highly skilled practitioners who can play active roles in the rapidly
evolving health care environment. Embedded in the philosophy of the program is the belief that an
education built upon a foundation of liberal arts and sciences provides the underpinning for the
development of competent practitioners. With this foundation, the program and its faculty value critical
inquiry, with its problem-posing, problem-solving and reflective processes, as a means of integrating the
academic and clinical experiences necessary for future practice. Viewing patients in a holistic manner is
critical to creating an effective teaching and learning environment. Finally, empowerment of students to
be socially responsible clinicians by embracing collaborative efforts, lifelong learning and service to the
community as constitutive to best practice are values held by all faculty members. Faculty members
accept their responsibility to be professional role models for the students through their active
participation in an array of practice, inquiry, educational and service activities.
MISSION
In keeping with the mission of Touro College, the primary mission of the Physical Therapy Department
is:
• To provide quality education for individuals from diverse cultural, traditional and non-traditional
backgrounds to enter the physical therapy profession.
• To offer a variety of educational programs, degree and non-degree, which provide opportunities
for continued professional development and career growth.
• To provide physical therapy programs which foster a high level of academic excellence and
scholarly achievement while maintaining humanistic, legal, ethical and professional values at the
core.
90
•
•
To develop competent reflective practitioners with leadership skills who value critical inquiry in
the pursuit of lifelong education to meet the ever-changing demands of the health care
environment
To develop competent practitioners with high moral standards who demonstrate concern for
human relations by fostering collaborative relationships and by providing services to the
community as integral members of the health care team.
THE DOCTOR OF PHYSICAL THERAPY (DPT) PROGRAM
Director:
Christopher Kevin Wong, PT, Ph.D., OCS
INTRODUCTION
The Touro College School of Health Sciences offers a three-year undergraduate/graduate-level program
curriculum leading to a Bachelor of Science (BS) degree in Health Sciences and a first professional DPT
degree in Physical Therapy. The program begins in the fall of each year and is divided into six academic
semesters, including four full-time clinical affiliations. Lower-division undergraduate students may enter
a pre-professional phase that is offered in conjunction with the DPT program as part of a 6-year program.
The DPT program admitted its first class in Fall 2004.
GOALS AND OBJECTIVES OF THE DPT PROGRAM
1.
Produce skilled practitioners of Physical Therapy from diverse social and cultural backgrounds
who function safely and effectively in the ever-changing healthcare environment.
a.
Students will demonstrate sufficient knowledge and skill to perform safely and
effectively in the examination, evaluation, diagnosis, prognosis, and implementation of a
plan of care for all patients/clients as they strive for clinical excellence.
b.
Students will employ critical thinking and clinical decision-making skills including
critical inquiry, problem solving, and reflective practices in all professional interactions.
2.
Prepare students to demonstrate social responsibility.
a.
Students will demonstrate advocacy for individual patient rights.
b.
Students will promote wellness and preventative healthcare across the lifespan.
c.
Students will demonstrate culturally-competent behavior with people of all cultures and
backgrounds.
d.
Students will demonstrate altruism through community service and by placing the needs
of patients/clients above their own.
3.
Prepare students to demonstrate integrity, accountability, and professional duty as guided by the
ethical, legal, and professional standards of practice in the profession of Physical Therapy.
a.
Students will participate in professional service and professional organization activities.
b.
Students will advocate for the Physical Therapy profession.
c.
Students will follow the APTA Code of Ethics and the guidelines of the State Practice
Act for Physical Therapists.
d.
Students will demonstrate ongoing commitment to professional growth and development
through the preparation and continual revision of a professional portfolio that can include
the development of clinical skill, education, administration, research, and service.
4.
Develop communication skills necessary for caring professional practice.
a.
Students will employ effective verbal and non-verbal communication strategies in
healthcare settings with patients/clients, colleagues and supervisors of all cultures or
backgrounds.
b.
Students will employ basic principles of teaching and learning in instructing a variety of
audiences that may include patients, caregivers, families, staff, students, other
professionals, and the general public.
91
5.
Prepare students to engage in research, leadership, and scholarly
activities.
a.
Students will advance evidence-based practice by accessing, interpreting, analyzing and
applying research into professional practice.
b.
Students will actively participate in research, teaching, and professional presentations.
c.
Students will practice self-assessment, peer assessment, and mentoring activities.
d.
Students will demonstrate competency in application of supervisory and management
principles.
PROGRAM DESCRIPTION
The DPT program offers an integrated curriculum designed to prepare students to meet the demands of
diverse practice settings in an evolving health care environment. Coursework increases in complexity
throughout the three years in the areas of foundational science (anatomy, physiology, kinesiology),
clinical science (care of neurologic, musculoskeletal, cardiopulmonary, and integument disorders),
behavioral science (education, administration, and development), research, and clinical practice.
The curriculum combines academic and clinical coursework with an emphasis on critical inquiry, clinical
problem solving, education, professionalism, and cultural competency. Research courses throughout the
last two years of study culminate in completion of a formal academic research study, organized as group
projects and mentored by faculty. The clinical affiliations culminate in a clinical project focused on
clinical involvement. Students also are required to participate in structured community and professional
service as part of the curriculum. The DPT program curriculum is designed to prepare the student to be a
leader in any practice area of the physical therapy profession, including clinical practice, research,
education, administration, and professional service.
The curriculum continuously emphasizes the interrelationship between practical application and theory, as
well as the view of the patient/client as an individual. The faculty employs a variety of instructional
methods: lectures, discussions, laboratory practice, seminars, clinical affiliations, problem solving,
collaborative learning, case based examples, and self-directed learning experiences. Competency and
proficiency are determined through written and practical examinations, as well as student presentations,
projects, and portfolios. Successful completion of all three academic years and all assignments are
required for the student to be awarded the dual BS/DPT degree.
Two Campuses
Touro College offers the DPT program at both the Bay Shore and Manhattan campuses. Both campuses
offer facilities with ample space for lecture and laboratory activities. Many cultural and recreational
opportunities are available to students on campus and in the surrounding neighborhoods.
The Bay Shore campus is located on Long Island at :
1700 Union Boulevard
Bay Shore, NY 11706
Ph: (631) 665-1600 x 211
The Manhattan campus is located in New York City at:
27-33 West 23rd Street
New York, NY 10010
Ph: (212) 463-0400 x 606
Some differences between the two campuses include:
• Classes are held Sunday through Thursday at the Manhattan campus, and Monday through Friday
at the Bay Shore campus.
• The Manhattan campus accommodates approximately 30 students; the Bay Shore campus
accommodates approximately 40 students.
92
•
The Bay Shore campus provides a cadaver lab with dissection to supplement the Anatomy course;
the Manhattan campus provides computer-based instruction and anatomical models to supplement
the Anatomy course.
Clinical Affiliation Sites
Touro College is affiliated with over 300 clinical sites located throughout the greater New York area
including Long Island, Westchester, New Jersey, and Connecticut. Some clinical centers are located
throughout the country and abroad. Students may be assigned to affiliations that require them to travel
and/or live away from home, and may be responsible for obtaining and funding transportation and lodging
on their own. Students are likewise encouraged to explore alternative living arrangements (e.g., staying
with friends or relatives), which would provide them with flexibility in assignment locations. Current
health and malpractice insurance are required for clinical affiliations. Some clinical affiliation sites may
also require background checks and drug testing. Specific clinics are listed at the end of the Physical
Therapy Department section.
ACCREDITATION
The Touro College DPT Program is accredited by the Commission on Accreditation in Physical Therapy
Education (CAPTE).
WHO SHOULD APPLY
The Doctor of Physical Therapy Program seeks compassionate and caring individuals dedicated to
lifelong learning, social responsibility, and personal integrity who demonstrate academic excellence.
Individuals who meet this description and are interested in pursuing a career in physical therapy that can
encompass work in clinical practice, education, research, administration, and/or professional service are
encouraged to apply. While most applicants have already earned baccalaureate degrees, students who
have earned at least 90 transferable credits and meet the admission criteria can apply to the DPT program.
ADMISSION REQUIREMENTS
(Also see pp. 17-19 for general admissions policies and procedures.)
Students apply directly to the DPT Program for admission. Applications are accepted to the program
during the spring prior to entry into the program. Entry into the program is in the fall semester only.
Decisions on admission are made by a committee of the faculty based on assessment of the applicant’s
past academic performance, standardized test scores, references, and commitment to the profession of
physical therapy.
Satisfactory completion of 90 transferable (grade of “C” or better) credits at an accredited college or university
or its equivalent is required for admission to the program. These must include 15 credits taken to satisfy a major
or minor (of which 9 credits must be upper division courses), 15 elective credits, and at least 60 credits in the
Liberal Arts and Sciences. Specific course prerequisites include:
• 8 credits of General Biology*
• 8 credits of General Physics*
• 8 credits of General Chemistry*
• 6 credits of Anatomy & Physiology*
• 6 credits of Psychology including General Psychology
• 6 credits of English Composition, or Composition and Literature
• 3 credits of Mathematics (pre-calculus level)
• 3 credits of Statistics
• 42 additional credits, of which at least 12 must be in the liberal arts.
93
*These courses must include a laboratory and be designed for science majors. Science courses designed for
liberal arts or nursing majors are not acceptable.
Other requirements for admission include:
• A minimum GPA of 3.0 for all coursework in order to be considered for admission.
• Graduate Record Exam (GRE) scores or the Scholastic Aptitude Test (SAT) if within five years of
application for admission.
• Two letters of recommendation: one from a licensed physical therapist; the other from a former
college professor.
• 50 documented hours of volunteer/work service in two or more different physical therapy settings.
At least 25 hours must have been spent in an in-patient setting.
• Current American Red Cross Community or Professional Rescuer CPR competency certification.
• Current Standard First Aid competency certification.
• TOEFL test scores are required for students who did not graduate from high school or college in the
USA or other English speaking country, with scores of 550 (written) or 220 (computer-based) in
order to be considered for admission.
S t u d e n t s w h o d o n o t m e e t e s t a b l i s h e d grade point standards may petition the Admissions
Committee for consideration. The petition must be in writing and must accompany t h e a p p l i c a t i o n . I t
m u s t c l e a r l y explain extenuating circumstances that have prevented the student from meeting existing grade
point standards, and describe elements of the applicant’s background that would indicate the potential for success in the
program. The Admissions Committee may choose to admit students who have not met established admission
requirements, based on the student’s petition, application, interview and other supporting documents required as part of
the application process.
The DPT program accepts students only on a full-time basis.
For applications and further information, contact:
Touro College-School of Health Sciences
Doctor of Physical Therapy Program
Admissions Office
1700 Union Blvd.
Bay Shore, New York 11706
Phone: (631) 665-1600, ext. 227; 255
http://www.touro.edu/shs/pt/pt.asp
TUITION, FEES AND EXPENSES
Students are admitted to the program on a full-time basis, requiring a major commitment of both time and
resources.
Tuition and fees for the 2006-2007 academic year are as follows:
TUITION & FEE SCHEDULE
Full-time tuition (12 or more credits)
BAY SHORE
$18,700
MANHATTAN
$19,550
Per credit tuition (fewer than 12 credits)
$790
$815
Tuition deposit (non-refundable, applied to year 1 tuition)
Application fee (non-refundable)
$500
$75
$500
$75
Registration fee
$200
$200
94
Student activity fee (per annum)
$40
$40
Laboratory & testing fee (per annum)
$50
$50
Graduation fee (with final semester registration only)
Transcript fee, as applicable
$200
$10
$200
$10
Returned check fee, as applicable
$40
$40
Tuition and fees are subject to change annually. The Touro College Board of Trustees reserves the right to
change the fee schedule without prior written notice.
Students may be charged additional fees to cover laboratory materials, student manuals, educational
packets and parking. Fees may vary by semester.
Estimated Annual Expenses
Annual personal expenses for books, travel, housing, food, uniforms, supplies, and other items will vary
greatly from individual to individual. All students are required to carry malpractice and health
insurance, maintain membership in the American Physical Therapy Association, and cover the cost of
background checks. Travel plus room and board for distant fieldwork assignments will also affect student
costs. Students are encouraged to meet with a financial aid counselor early in the application process to
plan for these expenses. Annual expenses for a dependent commuting student are estimated as follows for
2006-2007:
9 months
Transportation
$1,850
9 months (living 12 months
with parents)
$1,850
$2,468
Books & supplies
Room & board
Personal
Total
$1,718
$16,603
$3,556
$21,960
$1,718
$4,834
$3,556
$10,643
$1,718
$22,137
$3,556
$28,730
12 months (living with
parents)
$2,468
$1,718
$6,445
$3,556
$13,641
PROGRAM CALENDAR
For the DPT Class of 2009
Name
Semester I
Semester II
Semester III
1st affiliation
Semester IV
2nd affiliation
Semester V
3rd affiliation
Semester VI
Final affiliation
Start
Aug. 29, 2006
Jan. 29, 2007
July 2, 2007
Nov. 5, 2007
Jan. 7, 2008
May 12, 2008
Sept. 4, 2008
Jan. 5, 2009
March 9, 2009
March 11, 2009
RECOMMENDED SEQUENCE OF COURSES
First Year
Semester I-Fall
HS 402 Anatomy
End
Dec. 22, 2006
June 1, 2007
Nov. 2, 2007
Dec. 21, 2007
May 9, 2008
July 11, 2008
Dec. 24, 2008
March 6, 2009
May 8, 2009
Sept. 4, 2009
Credits
7
95
HS 403 Physiology
DPT 404 Professional Development I
DPT 618 Physical Therapy Interventions I
DPT 406 Lifespan I
Total
5
3
2
3
20
Total
3
4.5
2.5
2
2
5.5
19.5
Total
6
2
3
2
2
2
3
1
21
Total
6
5.5
3
2
1
1
4
22.5
Total
2
.5
3.5
4.5
2
2
1
4
19.5
Semester II-Spring
DPT 412 Exercise Physiology
DPT 619 Kinesiology
DPT 609 Physical Therapy Interventions II
DPT 415 Lifespan II
HS 416 Education I: Patient, Family & Caregivers
HS 417 Clinical Medicine
Second year
Semester III-Summer/Fall
DPT 602 Basic & Clinical Neurosciences
DPT 603 Physical Therapy Interventions III
DPT 604 Physical Therapy Examination I
DPT 605 Research Methods
DPT 606 Cardiopulmonary System Evaluation & Management I
DPT 607 Integument System Evaluation & Management
DPT 600 Clinical Affiliation 1 (6 Weeks)
DPT 601 Professional Development II
Semester IV-Spring
DPT 612 Musculoskeletal System Evaluation & Management I
DPT 613 Neuromuscular System Evaluation & Management I
DPT 654 Physical Therapy Interventions IV
DPT 615 Statistical Applications for Research
HS 201 Community Service
DPT 611 Professional Development III
DPT 610 Clinical Affiliation II (8 weeks)
Third year
Semester V-Fall
DPT 614 Lifespan III
DPT 616 Integrative Case-Based Recitation
DPT 652 Musculoskeletal System Evaluation & Management II
DPT 653 Neuromuscular System Evaluation & Management II
DPT 655 Research Project
HS 656 Education II: Colleagues & Community
DPT 664 Professional Service
DPT 650 Clinical Affiliation III (8 weeks)
Semester VI-Spring
DPT 662 Cardiopulmonary Systems Evaluation & Management II
DPT 663 Physical Therapy Examination II
DPT 665 Research Seminar
HS 667 Administration
2
2
2
3
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Elective
DPT 661 Professional Development IV
DPT 660 Clinical Affiliation IV (16 weeks)
Total
1.5
1
8
19.5
TOTAL CREDITS IN PROGRAM = 122
GRADUATION REQUIREMENTS
(Also see pp. 30-31)
To qualify for graduation with a dual BS in Health Science and a DPT in Physical Therapy, a student
must successfully fulfill all of the following requirements:
• all coursework required in the DPT curriculum
• minimum overall GPA of 2.7 for 600 level courses
• maintain program standards of professional behavior
PROGRAM HONORS
A student is eligible for the Dean’s List if he/she completes 15 credits or more with a GPA of 3.4 or
higher in a given semester.
The program offers additional honors at the time of graduation, including:
• The Maimonides Award
• Distinguished Student Award
• Valedictorian
• Highest Clinical Achievement Award
• Outstanding Clinical Achievement Award
• Academic Excellence Award (for students with a cumulative GPA of 3.5 and above)
LICENSURE
G r a d u a t e s o f t h e D o c t o r o f P h y s i c a l Therapy Program are eligible to apply for the
physical therapy licensure examination in any state. Licensure to practice physical therapy is required in
all states.
PHYSICAL THERAPIST ASSISTANT PROGRAM
Director:
Christopher Kevin Wong, PT, Ph.D., OCS
INTRODUCTION
Physical Therapist Assistants work in conjunction with licensed Physical Therapists in the delivery of
care. Under the direction and supervision of the Physical Therapist, the Physical Therapist Assistant
provides a variety of treatment interventions including: hot or cold packs, electrical modalities,
hydrotherapy, pain modalities, ambulation training, exercises to strengthen or retrain weak muscles,
coordination exercises, activities of daily living and other activities to help restore function and
independence to people with disabilities. The Physical Therapist Assistant is an integral member of the
health care team serving society and the physical therapy profession by providing physical therapy
services, teaching, and administration. The Physical Therapist Assistant Program at Touro College offers
preparation for a rewarding and challenging career for individuals interested in patient care.
Physical Therapist Assistants work in....
Physical Therapist Assistants work in hospitals, rehabilitation centers, extended care facilities, nursing
homes, community and public health centers, private practices, and in colleges and universities as
educators. The scope of the role the Physical Therapist Assistant is continuously expanding with many
97
unexplored avenues for the future.
PROGRAM DESCRIPTION
T h e P h y s i c a l T h e r a p i s t Assistant (PTA) Program at Touro College offers a two-year fulltime course of study offered in both a day format and a longer evening/weekend format. Both options lead
to the Associate in Applied Science degree (AAS) as a Physical Therapist Assistant. The curriculum
provides a didactic foundation in liberal arts and sciences and specific clinical courses for the Physical
Therapist Assistant. The curriculum combines didactic coursework and 16 weeks of full-time clinical
training under the direction and supervision of licensed Physical Therapists and Physical Therapist
Assistants. Through the comprehensive curriculum, students learn the skills and techniques needed for
today’s job market.
Manhattan Campus
The Physical Therapist Assistant Program is housed at the Touro College Manhattan Campus, near many
cultural and recreational opportunities. The Manhattan campus is located at:
27-33 West 23rd Street
New York, NY 10010
Clinical Affiliation Sites
Touro College is affiliated with over 300 clinical sites located throughout the greater New York area including Long
Island, Westchester, New Jersey, and Connecticut. Students may be assigned to affiliations that require them to
travel and/or live away from home, and may be responsible for obtaining and funding transportation and lodging on
their own. Current health and malpractice insurance are required for clinical affiliations. Some clinical affiliation sites
may also require background checks and drug testing.
ACCREDITATION
T h e P h y s i c a l T h e r a p i s t Assistant Program at Touro College is accredited by the Commission
on Accreditation in Physical Therapy Education. Graduates of the Physical Therapist Assistant Program
are eligible to sit for the national licensing examination, which is required
f o r c l i n i c a l practice in New York and most other states.
WHO SHOULD APPLY
The Physical Therapist Assistant Program seeks compassionate and caring individuals dedicated to lifelong learning,
social responsibility, and personal integrity, who are interested in assisting the rehabilitation team. Individuals who
satisfy the admissions criteria and are ready for the challenge of clinical practice, education, administration, and/or
service in the physical therapy field are encouraged to apply.
ADMISSION REQUIREMENTS
(Also see pp. 17-19 for general admissions policies and procedures.)
Students apply directly to the Physical Therapy Department. Decisions on admission are made by a
committee made up of faculty based on assessm e n t o f t h e a p p l i c a n t ’ s p a s t a c a d e m i c
p e r formance, personal interview, and commitment to the profession of physical therapy. Entry into the
program is in the fall semester for the full-time day program and the spring semester for the part-time
evening/weekend program. Students should apply for admissions during the fall and spring semesters
prior to entering the program.
The following are required for admission to the program:
• A completed application form
• A high school diploma or its equivalent
98
•
•
•
•
•
•
•
For students who elect to transfer from other programs of Touro College or from other colleges,
official transcripts must be provided; foreign transcripts must be translated and evaluated by a
Touro-approved agency
A minimum of 25 hours of volunteer service in a physical therapy setting (supporting
documentation must be provided)
Two letters of recommendation; one from a former teacher, the other from a physical therapist
An interview with a PTA faculty member
Applicants are encouraged, but not required, to submit Scholastic Aptitude Test (SAT) scores
with the application for admission
Applicants who did not complete high school or college in the US or other English-speaking
country must achieve a TOEFL score of at least 550 (paper) or 220 (computer) (supporting
documentation must be provided)
Admissions/Placement testing in both Math and English; applicants who are not exempted from
College Writing I (GLL 121) and/ or College Mathematics (GSM 130) must complete these
courses in order to be admitted to the program
APPLICATION
For applications and further information, please call or write to:
Touro College
Office of Admissions
27-33 W. 23rd Street
New York, NY 10010
Phone: (212) 463-0400, ext. 551/306
http://www.touro.edu/shs/pta.asp
TUITION, FEES AND EXPENSES
S t u d e n t s i n t h e d a y t i m e p r o g r a m a r e admitted on a full-time basis. This requires a
m a j o r c o m m i t m e n t o f b o t h t i m e a n d resources. Tuition
a n d f e e s f o r t h e 2006-2007 academic year are as follows:
Full-time tuition (12 or more credits)
Per credit tuition
Application fee
Tuition deposit (non-refundable, applies to year 1 tuition)
Registration fee per annum
Student activity fee per annum
Laboratory and testing fee
Late registration fee
Transcript fee
Graduation fee (due with final semester registration)
Returned check fee
$9,950
$435
$50
$500
$200
$40
$50
$50
$10
$200
$40
T u i t i o n a n d f e e s a r e s u b j e c t t o change annually. The Touro College Board of Trustees
reserves the right to change the fee s c h e d u l e w i t h o u t p r i o r w r i t t e n n o t i c e .
Estimated Annual Expenses
Annual personal expenses for books, travel, housing, food, uniforms, supplies, and other items will vary
greatly from individual to individual. All students are required to carry malpractice and health
insurance, maintain membership in the American Physical Therapy Association, and cover
the cost of background checks. Travel plus room and board for distant fieldwork
assignments
will
also
affect
student
costs.
Students
are
e n c o u r a g e d t o m e e t w i t h a f i n a n c i a l a i d counselor early in the
99
application process to plan for these expenses. Annual expenses for a dependent
commuting student were estimated as follows for 2006-2007:
Transportation
Books & supplies
Room & board
Personal
Total
9 months
$650
$845
$14,264
$2,005
$21,960
9 months (living with parents)
$650
$845
$4,849
$2,005
$10,643
PROGRAM CALENDAR
For the Day-PTA Class of 2008
Name
Start Date
Semester I
Sept. 5, 2006
Semester II
Jan. 29, 2007
1st affiliation (PTA 150)
June 18, 2007
Semester III
Sept. 4, 2007
nd
2 affiliation (PTA 250)
Jan. 21, 2008
Semester IV
March 10, 2008
3rd affiliation (PTA 350)
July 14, 2008
End Date
Jan. 12, 2007
June 8, 2007
July 20, 2007
Jan. 11, 2008
March 7, 2008
July 11, 2008
Aug. 29, 2008
RECOMMENDED SEQUENCE OF COURSES
Day Program
Semester I: Fall
GCA 100 Survey of Human Communication
GCO 120 Fundamentals of Computers
GSB 117 Anatomy and Physiology I
PTA 100 Physical Therapist Assistant I
Total
Credits
4
4
4
4
16
Total
4
4
4
4
0.5
1
17.5
Total
4
4
4
4
0.5
1.5
18
Semester II: Spring
GSB 118 Anatomy and Physiology II
GLL 122 College Writing II
PTA 110 Physical Therapist Assistant II
PTA 210 Kinesiology
PTA 151 Clinical Seminar I
PTA 150 Clinical Education I (4 weeks)
Semester III: Fall
GPS 110 General Psychology
PTA 120 Physical Therapist Assistant III
PTA 212 Physical Therapist Assistant IV
PTA 214 Human Disease Processes
PTA 251 Clinical Seminar II
PTA 250 Clinical Education II (6 weeks)
Semester IV: Spring
HS 201 Community Service
GPS* Psychology elective
1
3
100
PTA 235 PTA V
PTA 245 PTA VI
PTA 351 Clinical Seminar III
PTA 350 Clinical Education III** (6 weeks)
Total
Total Required Credits
4
4
0.5
1.5
14
65.5
* All electives must be approved in writing by the PTA Program.
**Students must complete Clinical Education III within 18 months of completion of academic
preparation.
PROGRAM CALENDAR
For the Evening-PTA Class of 2008
Name
Start Date
Semester I
Semester II
Sept. 5, 2006
Semester III
Jan. 29, 2007
1st affiliation (PTA 150)
June 15, 2007
Semester IV
Sept. 4, 2007
2nd affiliation (PTA 250)
Jan. 21, 2008
rd
3 affiliation (PTA 350)
March 17, 2008
End Date
Jan. 12, 2007
June 8, 2007
Aug. 24, 2007
Jan. 11, 2008
March 7, 2008
May 16, 2008
RECOMMENDED SEQUENCE OF COURSES
Evening Program
Semester I: Spring
GCA 100 Survey of Human Communication
GCO 120 Fundamentals of Computers
GSB 117 Anatomy & Physiology I
PTA 100 Physical Therapist Assistant I
Total
Summer
GLL 122 College Writing II
4
Semester II: Fall
GSB 118 Anatomy and Physiology II
PTA 110 Physical Therapist Assistant II
PTA 210 Kinesiology
HS 201 Community Service
Total
4
4
4
1
13
Total
4
4
4
0.5
1
13.5
Semester III: Spring
PTA 120 Physical Therapist Assistant III
PTA 212 Physical Therapist Assistant IV
PTA 214 Human Disease Processes
PTA 151 Clinical Seminar I
PTA 150 Clinical Education I (10 days)
Summer
GPS 110 General Survey of Psychology
Credits
4
4
4
4
16
4
101
Semester IV: Fall
GPS
Psychology elective*
PTA 235 Physical Therapist Assistant V
PTA 245 Physical Therapist Assistant VI
PTA 251 Clinical Seminar II
PTA 351 Clinical Seminar III
PTA 250 Clinical Education II
(7 weeks full-time days)
PTA 350 Clinical Education III**
(7 weeks full-time days)
3
4
4
0.5
0.5
1.5
1.5
Total
TOTAL CREDITS IN PROGRAM
15
65.5
*All electives must be approved in writing by the PTA Program.
**Students must complete Clinical Education III within 18 months of completion of academic
preparation.
GRADUATION REQUIREMENTS
(Also see pp. 30-31)
To qualify for graduation with an AAS for Physical Therapist Assistants, a student must complete all of
the following requirements:
• All required courses in the Touro College PTA Program with a minimum passing level of 73%
(grade of “C“)
• Minimum cumulative GPA of 2.0
• Maintain program standards of professional behavior
PROGRAM HONORS
A student is eligible for the semester Dean’s List if he/she completes 15 credits or
more with a GPA of 3.4 or higher. To achieve the annual Dean’s List, a student
must complete at least 24 credits with a cumulative GPA of 3.4 or higher. The
program offers additional honors at the time of graduation, including:
• Distinguished Student Award
• Highest Clinical Achievement Award
• Outstanding Clinical Achievement Award
• Valedictorian
• Highest Academic Achievement Award (for students with a cumulative GPA of 3.6 and above)
• O u t s t a n d i n g A c a d e m i c A c h i e v e m e n t Award (for students with a cumulative
GPA of 3.5 to 3.59)
LICENSURE
Graduates of the Physical Therapist Assistant Program are eligible to apply for the national licensure
examination in any state. Licensure to practice as a physical therapist assistant is required in New York
and most other states.
THE POST-PROFESSIONAL DOCTOR OF PHYSICAL THERAPY (DPT)
PROGRAM
Chairperson:
Frances Corio, PT, MA, OCS
INTRODUCTION AND DESCRIPTION
102
The Post–Professional Doctor of Physical Therapy (DPT) Program is designed for licensed physical
therapists who want to update their clinical knowledge and skills and transition to the DPT degree. The
program, which began accepting students in January 2004, is based on the Bay Shore campus, located at
1700 Union Boulevard, Bay Shore, NY, 11706. Some courses are given at the Manhattan campus located
at 27-33 West 23rd Street, New York, NY 10010.
The curriculum includes 30 credits of coursework, consisting of 18 credits of core courses and 12 credits
of electives within a clinical specialty. The core courses prepare the student for a leadership role in
clinical practice, education, administration, research, and professional service. The elective courses allow
the opportunity for the student to develop specialized clinical skills in a clinical area, including
orthopedic, neuromuscular, or geriatric physical therapy. All students complete a doctoral research project
or case study.
Courses are scheduled and arranged in a variety of formats with the working professional in mind. The
schedules of many courses are modeled after professional continuing education courses in that they
extend over two to four full day periods, primarily during work hours, Sunday through Friday. This
format allows the program to utilize a diverse faculty that includes nationally and internationally known
clinicians.
The flexible format of the curriculum is designed to allow students to complete the program within two to
three years. However, students choose their elective curriculum and can customize their progression
through the program and can take up to five years to complete the program. If desired, extensions may be
requested in writing from the Chairperson.
GOALS AND OBJECTIVES FOR THE POST-PROFESSIONAL DPT PROGRAM
1. Provide the practicing practitioner the opportunity to advance their professional degree.
a. The student will be able to successfully complete all requirements of the curriculum leading to
a degree.
b. The student will be able to obtain leadership skills enhancing his/her professional status.
2. Provide the theoretical and applied expertise to participate in clinical research.
a. Student will be able to design and execute a research project.
b. Student will be able to assess and critically analyze literature relevant to their topic.
c. Student will be able to formulate and present an effective presentation of their research material.
3. Develop critical thinking and problem solving skills in the area of Health Care Administration.
a. Students will be able to integrate and apply management principles as they relate to the health
setting.
b. Students will be able to compare and contrast leadership styles in the management of health care.
c. Students will be able to identify various components (agencies) relevant to current health care
delivery.
4. Enhance communication skills and information literacy through evidence-based practice.
a. Students will be able to integrate research evidence and clinical expertise into patient care.
b. Students will be able to demonstrate skills in the use of technology to locate research evidence.
5. Provide the professional student with theories of teaching and learning in the adult learner as they apply
to classroom and clinic.
a. Student will be able to integrate theories of adult development into teaching methods that address
characteristics of individual learners.
b. Student will be able to choose appropriate teaching strategies based on environment and
characteristics of learners.
c. Student will be able to integrate information on learning theories, motivation, memory, and
learning styles and apply it to actual teaching situations.
6. Enhance clinical expertise.
103
a. Students will be able to critically analyze their own clinical skills.
b. Students will be able to demonstrate advanced skills in various treatment areas.
7. Prepare physical therapists to address the cultural diversity in the health care setting.
a. Students will be able to implement the principles of cultural brokering into the health setting.
b. Students will be introduced to concepts of cultural diversity and the effect on physical therapy care.
WHO SHOULD APPLY
Licensed physical therapists seeking to augment their skills in an area of clinical specialization and
prepare themselves for a leadership role in the field will be interested in this program. Compassionate and
caring physical therapists dedicated to lifelong learning, social responsibility, and personal integrity who
have demonstrated academic excellence and met the admissions requirements are encouraged to apply.
ADMISSIONS REQUIREMENTS
(Also see pp. 17-19 for general admissions policies and procedures.)
Students apply directly to the Post-Professional DPT Program for admission. Applications are accepted to
the program throughout the year, with the program beginning in the fall semester. Admission decisions
are made by a committee of faculty and administration and are based on the totality of each applicant’s
application including grade-point-average reflected on official transcripts, standardized scores (when
applicable), and letters of reference.
Following are the admissions requirements:
• Proof of current, valid state physical therapy license or temporary license and eligibility for NY
State license.
• Official transcripts of all previous college-level work.
• Up to 8 transfer graduate credits from an accredited institution may be granted towards the postprofessional DPT degree. A score of 80% or a grade of “B-” (2.75) or better is required.
• Two letters of recommendations from licensed physical therapists.
• Faculty and administration interview for selected applicants.
• A professional portfolio is optional. The portfolio provides the applicant the opportunity to earn
up to 4 elective credits towards the DPT degree based on professional experience in the areas of
clinical practice, professional development, research, education, and/or administrative work
experience. A portfolio assessment fee of $1200 is charged for evaluation of documentation
provided.
• Test of English as a Foreign Language (TOEFL) is required for students who speak English as a
second language and have not graduated from an English speaking college. A score of at least
550 (paper-based) or 220 (computer-based), is required.
Students who have received an entry-level MS in Physical Therapy or an Advanced Masters degree in
Orthopedic Physical Therapy from Touro College will receive credit towards their Post-Professional DPT
degree for equivalent courses provided that a grade of 80% or “B-” (2.75) or better was earned.
For applications and further information, contact:
Post-Professional Doctor of Physical Therapy Program
Touro College
1700 Union Boulevard
Bay Shore, N.Y. 11706
Phone (631) 665–1600 ext. 234
TUITION, FEES AND EXPENSES
Tuition and fees for the 2006-2007 academic year are as follows:
104
Fee per credit
Application fee
Administrative fee per semester
Transcript fee
Portfolio Fee (if applicable)
Testing Fee
$ 650
50
100
10
1200
400
PROGRAM CALENDAR
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Start
End
Finals End
Semester II
Feb. 4, 2007
July 12, 2007
July 12, 2007
Semester IV
Feb. 4, 2007
July 12, 2007
July 12, 2007
Semester I
Aug. 19, 2007
Jan. 31, 2008
Jan. 31, 2008
Semester II
Aug. 19, 2007
Jan. 31, 2008
Jan. 31, 2008
Semester V
Aug. 19, 2007
Jan. 31, 2008
Jan. 31, 2008
Semester II
Feb. 3, 2008
July 15, 2008
July 15, 2008
Semester IV
Feb. 3, 2008
July 15, 2008
July 15, 2008
Semester I
Aug. 17, 2008
Jan. 31, 2009
Jan. 31, 2009
Semester III
Aug. 17, 2008
Jan. 31, 2009
Jan. 31, 2009
Semester V
Aug. 17, 2008
Jan. 31, 2009
Jan. 31, 2009
Semester II
Feb. 5, 2009
July 14, 2009
July 14, 2009
Semester IV
Feb. 5, 2009
July 14, 2009
July 14, 2009
RECOMMENDED SEQUENCE OF COURSES
Semester I
DPT 710 Research Methods/Statistics
DPT 750 Clinical Medicine
DPT 720 Advanced Teaching and Learning
TOTAL
Semester II
DPT 745 Ethical Practice in Physical Therapy
DPT 715 Evidence-Based Practice in Physical Therapy
Elective
TOTAL
Semester III
DPT 725 Management I: Health Care Delivery
DPT 760 The Anatomic Basis for Differential Diagnosis
Elective
Elective
Credits
4
2
2
8
1
1
2
4
1
1
2
2
105
TOTAL
Semester IV
DPT 730 Management II: Physical Therapy in a Private Practice
DPT 795 Doctoral Project I
Elective
Elective
TOTAL
Semester V
DPT 664 Professional Service
DPT 796 Doctoral Project II
Elective
TOTAL
TOTAL CREDITS IN PROGRAM
ELECTIVES
DPT 770E Physical Therapy Practicum
Orthopedics
DPT 761E Spinal Stabilization Training
DPT 762E Treatment of Lumbar / Pelvic Dysfunction
DPT 764E Advanced Skills in Extremity Treatment
DPT 766E Functional Orthopedics I
DPT 767E Foot and Ankle
DPT 768E Treatment of Cervical / Thoracic Dysfunction
Geriatrics
DPT 767E Foot and Ankle
DPT 771E Psychology of Aging
DPT 772E Physiology of Aging & Clinical Implications
DPT 773E Special Topics in Geriatrics
DPT 775E Geriatric Nutrition for PT’s in Clinical Practice
DPT 776E Elder Balance & Gait
Neurology
DPT 780E Proprioceptive Neuromuscular Facilitation
DPT 781E Motor Science and Motor Learning: Implication for PT
DPT 783E Advances in Neuromuscular Rehabilitation
DPT 785E Introduction to Neurodevelopmental Treatment:
Management of Children with Cerebral Palsy
DPT 787E Advances in Pediatric Rehabilitation
Management
DPT 789E Management Planning
6
1
2
2
2
7
1
2
2
5
30
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
GRADUATION CRITERIA
(Also see pp. 30-31)
To qualify for graduation with a Doctor of Physical Therapy degree, a student must:
1. Successfully complete all courses required by the post-professional DPT
2. Complete at least 2000 clinical work hours (one year of clinical experience)
106
PHYSICIAN ASSISTANT PROGRAMS
INTRODUCTION AND DESCRIPTON
Physician Assistants (PAs) are health care professionals licensed to practice medicine with physician supervision. The
physician/PA team relationship is fundamental to the PA profession, and enables the physician and PA to optimize
their time and training to effectively deliver quality patient care. Within the physician/PA relationship, PAs exercise
autonomy in medical decision-making and provide a broad range of diagnostic, therapeutic, preventive, and health
maintenance services. The clinical role of PAs includes primary and specialty care in medical and surgical practice
settings. PA practice is centered on patient care and may include educational, research and administrative activities.
The duties delegated to the physician assistant can be extensive, and may include the following:
• Eliciting a detailed and accurate medical history, performing a complete physical examination
and recording all pertinent data.
• Ordering and/or interpreting diagnostic studies, including laboratory tests, radiologic studies, and
electrocardiographic (EKG) tracings.
• Formulating a diagnosis, and instituting appropriate treatment including outpatient prescriptions
and inpatient orders.
• Performing therapeutic procedures, including injections, immunizations, wound care, suturing,
incision and drainage of superficial infections, insertion of nasogastric and bladder catheters, cast
application and providing follow-up care for simple fractures.
• Counseling patients regarding physical and mental health, as well as providing patient
information on diet, health promotion, disease prevention, normal growth and development, and
family planning.
• Assisting the physician in inpatient settings by performing patient rounds, recording patients’
progress notes, determining and implementing therapeutic plans, and participating in the surgical
suite.
• Assisting in the delivery of services to patients requiring continuing care, i.e., at home, skilled
nursing homes, and extended care facilities.
• Facilitating the appropriate referral of patients and maintaining awareness of existing health
delivery systems and social welfare resources.
The role of the PA demands intelligence, sound judgment, intellectual honesty, the ability to relate to
emergencies in a calm and reasoned manner, the ability to function autonomously and a firm commitment
toward continued education. An attitude of respect for others and self, adherence to the concepts of
privilege and confidentiality in communicating with patients, and a commitment to the patient’s welfare
are essential PA attributes.
THE SCHOOL OF HEALTH SCIENCES PHYSICIAN ASSISTANT PROGRAMS
Touro College School of Health Sciences offers two different PA programs. Both are upper-division
programs leading to the Bachelor of Science degree. One, based at the Bay Shore campus, is a two-year
program. The other, based at the Manhattan campus, is a non-traditional, 28-month program.
Looking to the Future
In summer 2006, the Physician Assistant Programs applied to the New York State Education
Department for a degree change from a B.S. to a combined B.S. in Health Sciences/M.S. in
Physician Assistant Studies. Proposed highlights of the upgraded programs include:
• Admission requirements increased from 60 to 90 transferable credits, with specific
required prerequisites;
• Two to four month increase in the length of the professional programs;
107
•
•
Additional graduate research methodology courses in the curriculum;
Required graduate research project.
TECHNICAL STANDARDS
Successful participation in and completion of the PA program requires students to have certain
mental and physical abilities, with or without reasonable accommodation or adaptations. Touro
College complies with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act,
and state and local requirements regarding applicants and students with disabilities. The Touro
College “Handbook for Students and Applicants with Disabilities” is available if further information
is required.
Physician Assistants deliver health care in a variety of settings to diverse patient populations. The role of
the Physician Assistant demands intelligence, sound judgment, appropriate interpersonal skills and the
capacity to react to emergencies in a calm and reasoned manner. Physician Assistants and Physician
Assistant students must be able to collect and analyze data, perform diagnostic and therapeutic maneuvers
and solve problems all in the course of providing patient care.
Required mental and physical abilities fall into five major categories: sensory, communication, motor,
intellectual, and behavioral/social.
Sensory: PA students must have sufficient visual and auditory ability to observe in lecture-learner,
laboratory and patient care settings. Sensory skills required to perform complete physical examinations
utilizing inspection, percussion, palpation and auscultation include adequate vision, hearing, and tactile
sensation.
Motor: PA students must be able to perform therapeutic and diagnostic procedures in addition to
negotiating various health care environments, such as outpatient facilities, laboratories and hospitals. The
didactic phase of the program requires extended sitting, in contrast to the clinical phase which requires
extended standing and moving about various clinical facilities.
Communication: PA students must be able to read and understand, write and speak English for effective
classroom and laboratory communication. PA students must be able to record and communicate patient
information in a timely and effective manner to other members of the health care team.
Intellectual: PA students must be able to sustain attention, calculate, reason, analyze, assimilate and
recall information. Correlating information to arrive at a reasonable clinical conclusion in a timely
fashion is a basic tenet of clinical practice. With rapidly expanding avenues of clinical information, the
ability to extract valid, useful and relevant information from the medical literature is also required.
Behavioral and Social Attributes: PA students must be able to relate and perform professionally in a
work environment with other members of the health care team. Recognizing limitations, demonstrating
concern for patients and exercising good judgment are also required attributes.
BAY SHORE CAMPUS PHYSICIAN ASSISTANT PROGRAM &
WINTHROP UNIVERSITY HOSPITAL EXTENSION CENTER
Program Director:
Joseph Faiella-Tommasino, RPA-C, M.S., Ph.D.
Associate Director:
Michael Weber, RPA-C, MPAS
108
Medical Director:
Anthony Guida, M.D., FAAFP
INTRODUCTION AND DESCRIPTION
The Bay Shore campus Physician Assistant Program, like the PA profession, was developed in response
to a shortage of providers in primary health care, with a mandate to educate students to provide primary
health care services in medically underserved areas. The subsequent establishment of the Extension
Center at Winthrop University Hospital increased access to PA education for individuals from the
metropolitan New York area. The Bay Shore and Winthrop Hospital Extension Center programs are
equivalent programs whose curriculum is designed to educate students to function as Physician Assistants
delivering high quality healthcare to all patient populations. The program is a 24-month upper-division
professional program that leads to a Bachelor of Science degree in Physician Assistant studies and
qualifies students to take the NCCPA exam. It is a full-time program based on a traditional model, with 3
semesters of didactic training followed by 9 five-week clinical rotations. The program provides a
nurturing learning environment, and stresses the importance of continuing medical education.
MISSION
The mission of the Touro College Physician Assistant Program is to excel in the education and training of
physician assistants who will serve the health care needs of the community with competence, compassion,
and dedication.
GOALS AND OBJECTIVES
The goals and learning objectives of the program are as follows:
1.
2.
To prepare physician assistant students with the core knowledge about established and evolving
biomedical and clinical sciences, and with the ability to apply this knowledge effectively and
appropriately to patient care.
a.
Students will be able to recall etiologies, risk factors, underlying pathologic
processes, and epidemiology for medical conditions.
b.
Students will be able to identify signs and symptoms of common medical conditions.
c.
Students will be able to differentiate between the normal and the abnormal in
anatomical, physiological, and laboratory findings and in other diagnostic data.
d.
Students will be able to collaborate with the healthcare team in developing and
implementing management and treatment plans for general medical and surgical
conditions.
e.
Students will be able to recall the indications, contraindications, side effects,
interactions and adverse reactions of pharmacologic agents and other relevant
treatment modalities.
f.
Students will be able to identify appropriate interventions for the prevention of
conditions.
To promote in students an investigatory and analytic thinking approach to clinical situations.
a. Students will be able to elicit a detailed and accurate medical history and perform a
complete physical examination.
b. Students will be able to analyze a chief complaint and to perform a focused physical
exam.
c. Students will be able to select and interpret appropriate diagnostic or lab studies.
d. Students will be able to formulate a differential diagnosis, using history and physical
findings and diagnostic studies.
e. Students will be able to make informed decisions about diagnostic and therapeutic
interventions based on patient information and preferences, current scientific evidence,
and clinical judgment.
109
3.
4.
5.
6.
f. Students will be able to collaborate with others to solve healthcare problems.
To develop in students interpersonal and communication skills that will enhance effective
communication exchange with patients, their families, physicians, and other members of the
healthcare team.
a. Students will be able to use effective listening, nonverbal, explanatory, questioning, and
writing skills to elicit and provide information.
b. Students will be able to communicate and work effectively with supervising physicians
and other professionals as a member of a healthcare team.
c. Students will be able to accurately and adequately document and record information
regarding the care process for medical, legal, quality assurance and financial purposes.
d. Students will be able to apply an understanding of human behavior across the lifespan in
their interactions with patients.
e. Students will be able to provide patient education and counseling regarding physical and
mental health, health promotion and disease prevention, normal growth and development,
and family planning.
To foster an attitude of professionalism and positive values such as responsibility, ethical
practice, sensitivity to diverse patient populations and adherence to legal and regulatory
requirements.
a. Students will be able to work effectively with physicians and other healthcare
professionals to provide patient-centered care.
b. Students will be able to recall the legal and regulatory requirements, as well as the
appropriate role of the physician assistant.
c. Students will be able to recall and apply the ethical principles pertaining to provision or
withholding of clinical care, confidentiality of patient information, informed consent, and
business practices.
d. Students will be able to provide care with sensitivity to patients’ culture, age, gender, and
disabilities.
e. Students will be able to recognize the impact of socioeconomic and ethnic diversity on
the availability and delivery of healthcare.
f. Students will be able to understand their limitations and know when to make appropriate
referrals.
g. Students will be able to recognize the responsibility to serve the needs of the community
and to provide healthcare services in medically-underserved areas.
To provide students with the tools to become lifelong learners.
a. Students will be able to apply information technology to manage information, access online medical information, and support their own lifelong education.
b. Students will be able to apply knowledge of study designs and statistical methods to the
appraisal of clinical studies.
c. Students will be able to locate and appraise medical studies, and integrate evidence from
medical studies to patient management.
To produce graduates with the requisite medical knowledge and competencies to pass the national
certification examination and successfully compete in the metropolitan-area job market.
ACCREDITATION AND REGISTRATION
The Bay Shore Campus PA Program and the Winthrop University Hospital Extension Center PA Program
are accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARCPA). Both educational centers are also registered with the New York State Education Department,
Division of Professional Education.
WHO SHOULD APPLY
Potential applicants to the program should assess their capability and suitability for becoming PA
110
students, and embarking on careers as dependent healthcare practitioners. Some factors to consider are
the following:
• The intense 24-month collegiate program precludes the ability to maintain outside
employment, and requires personal as well as financial sacrifices, and demands a high
degree of self-sufficiency and well-developed study skills.
• A career as a PA demands flexibility with respect to scheduling, location, and scope of
responsibilities.
• The profession necessitates working with those who are ill, and requires practitioners who
can work effectively and cooperatively with doctors, nurses, and other allied
health professionals, and who are comfortable with the role of the Physician Assistant.
ADMISSION REQUIREMENTS
(Also see pp. 17-19 for general admissions policies and procedures.)
Admission requirements include:
• A completed application form
• A written personal statement
• 3 letters of recommendation; one must be from a Physician Assistant
• A minimum of 200 hours of health care experience and a minimum of 10 hours “shadowing” a
Physician Assistant.
• A minimum cumulative GPA of 2.67 (calculated based on total academic history) and a
recommended science prerequisite (see below) GPA of 2.80.
• Successful completion of 60 transferable credits (including the specific prerequisites listed below)
with grades of “C” or better* in general liberal arts and sciences at an accredited college or
university or its equivalent. Please note: Advanced-level courses or courses taken in a
professional or technical program are normally not transferable.
Distribution:
• General Biology (with labs)**
8 credits
• General Chemistry (with labs)**
8 credits
• Biological Sciences, Organic Chemistry and/or Biochemistry**
8 credits
• Behavioral Sciences (Psychology and/or Sociology)
6 credits
• English (3 credits of which must be in Composition)+
6 credits
• Humanities
6 credits
• Mathematics (pre-calculus, calculus, algebra or, preferably,
statistics given by a mathematics department)
3 credits
• Liberal arts and sciences electives
15 credits
*(1) Advanced Placement scores must be 4 or 5 to transfer. (2) Where 2 prerequisite courses are
required in the same subject, only one AP course may be used to satisfy that requirement
(e.g., if you have taken two AP English courses, only one can be accepted in fulfillment of
the pre-requisite requirement).
**(1) Courses must be designed for science majors. Science courses designed for liberal
arts/nursing/respiratory therapy majors, etc. are not acceptable. (2) Applicants whose
science prerequisites are more than 10 years old will be required to take refresher courses
unless exempted by the Admissions Committee.
+ (1) Applicants must provide catalog descriptions for English courses not taught by an English
department (e.g. through a core curriculum or honors program). (2) Applicants who were
exempted from English composition through a prior placement exam must substitute
additional liberal arts credits.
111
•
For applicants who did not attend high school or college in the US or other English-speaking
country, and have been in the US less than 2 years and not taken English courses at a
college/university in this country, the Test of English as a Foreign Language (TOEFL)
examination with a score of at least 550 (paper-based) or 220 (computer-based). They must
also have their credentials evaluated, course-by-course with grades, by a Touro-approved
agency such as the International Education Research Foundation, Inc. (IERF) or World
Education Services, Inc. (WES).
All prerequisite courses are offered through the School of Health Science’s Undergraduate Studies
program, (631) 665-1600, extension 229.
All completed applications are reviewed by members of the Admissions Committee. Selected individuals
are invited for interviews. Only applicants formally interviewed by the Touro College Physician Assistant
Program Admissions Committee will be considered for admission.
For applications and information, please call or write to:
Physician Assistant Program
Touro College School of Health Sciences
1700 Union Boulevard, Room 212
Bay Shore, NY 11706
(631) 665-1600, extension 254
TUITION, FEES AND EXPENSES
Tuition and fees for the 2006-2007 academic year are as follows:
Full-time tuition, per annum
Tuition Deposit (non-refundable, applies toward tuition)
Per-Credit Tuition
Application Fee
Administrative Fee, per semester
Malpractice Insurance Fee, per annum
Student Activity Fee, per annum
Graduation Fee
Transcript Fee
Late Registration Fee
Returned Check Fee
Stop Payment Fee
Withdrawal Fee
Laboratory Fee, per semester
$16,600
1,500
695
50
100
80
40
200
10
50
40
50
100
125
The Touro College Board of Trustees reserves the right to change the above tuition and fee schedule
without prior written notice.
Additional Charges
If a student is required to retake failed courses or clinical rotations, the student will be charged the
prevailing per credit rate.
112
Estimated Annual Expenses
Actual personal expenses for books, travel, housing, food, uniforms, supplies, and other items will vary
greatly from student to student. All students are required to carry malpractice and health insurance. Travel
and room and board for clinical assignments will affect student costs. Students are encouraged to meet
with a financial aid counselor early in the application process to plan for these expenses. Annual expenses
for a dependent commuting student are estimated as follows:
Tuition and Fees:
$16,600
Books, Medical equipment, uniforms: 2,500
Transportation:
3,300
Total approximate cost:
$23,000
Physician Assistant Scholarships
The American Academy of Physician Assistants (AAPA) through the Physician Assistant Foundation
(PAF) and the New York State Society of Physician Assistants offer scholarships on an annual basis.
Specific information on these and other scholarships is available from the PA program offices.
PROGRAM CALENDAR
For the Bay Shore Campus
Start
Fall, 2006
9/5/06
Spring, 2007
1/16/07
Summer, 2007
6/4/07
Fall, 2007
8/13/07
Spring, 2008
1/2/08
Summer, 2008
5/12/08
Fall, 2008
8/11/08
Spring, 2009
1/5/09
Summer, 2009
5/18/09
Fall, 2009
8/17/09
End
12/22/06
5/11/07
8/10/07
12/21/07
5/9/08
8/8/08
12/23/08
5/15/09
8/14/09
12/23/09
For the Winthrop Extension Center
Start
Spring, 2007
1/3/07
Summer, 2007
5/14/07
Fall, 2007
8/13/07
Spring, 2008
1/2/08
Summer, 2008
5/12/08
Fall, 2008
8/11/08
Spring, 2009
1/5/09
Summer, 2009
5/18/09
Fall, 2009
8/17/09
End
5/11/07
8/10/07
12/21/07
5/9/08
8/8/08
12/23/08
5/15/09
8/14/09
12/23/09
Finals End
5/11/07
8/10/07
12/21/07
5/9/08
8/8/08
12/23/08
5/15/09
8/14/09
12/23/09
Start
9/5/06
10/9/06
11/13/06
1/2/07
2/5/07
End
10/5/06
11/9/06
12/14/06
2/1/07
3/8/07
Finals End
1/1/06
6/1/07
8/24/07
12/21/07
5/9/08
8/8/08
12/23/08
5/15/09
8/14/09
12/23/09
The PA Program Clinical Calendar
Semester
Fall 2006
Spring 2007
Rotation
#1
#2
#3
#4
#5
113
Summer 2007
Fall 2007
Spring 2008
Summer 2008
Fall 2008
Spring 2009
Summer 2009
#6
#7
#8
#9
#1
#2
#3
#4
#5
#6
#7
#8
#9
#1
#2
#3
#4
#5
#6
#7
#8
#9
3/12/07
4/30/07
6/4/07
7/9/07
9/3/07
10/8/07
11/12/07
1/2/08
2/4/08
3/10/08
5/5/08
6/9/08
7/14/08
9/1/08
10/6/08
11/10/08
1/5/09
2/9/09
3/16/09
5/4/09
6/8/09
7/13/09
4/26/07
5/31/07
7/5/07
8/16/07
10/5/07
11/9/07
12/14/07
2/1/08
3/7/08
5/2/08
6/6/08
7/11/08
8/15/08
10/3/08
11/7/08
12/12/08
2/6/09
3/13/09
5/1/09
6/5/09
7/10/09
8/14/09
RECOMMENDED SEQUENCE OF COURSES
The first year curriculum is divided into three semesters. The following is a list of courses offered each
semester:
DIDACTIC PHASE
First Semester
PAB 300 Human Anatomy
PAB 301 Physiology
PAB 302 Microbiology/Immunology
PAB 303 Clinical Biochemistry
PAM 310 Physical Diagnosis I
PAM 320 Psychosocial Aspects of Health Care I
PAM 361 Introduction to Pharmacology
Total
Credits
5
4
3
2
3
2
1
20
Total
2
2
2
2
2
2
4
3
1
20
Second Semester
PAM 360 Clinical Procedures and Diagnostic Modalities
PAM 305 Pathology
PAM 311 Physical Diagnosis II
PAM 376 Pharmacology I
PAM 331 Pediatrics
PAM 330 Obstetrics/Gynecology
PAM 350 Medicine I (Cardiology, Pulmonology, Hematology)
PAM 351 Medicine II (Dermatology, Rheumatology, Ophthalmology)
PAM 355 Introduction to Surgery
Third Semester
PAM 321 Psychosocial Aspects of Health Care II
1
114
PAM 334 Emergency Medicine
PAM 352 Medicine III (Gastroenterology, Neurology,
Psychiatry, Nephrology)
PAM 353 Medicine IV (Endrocrinology, Infectious
Diseases, Correlative Medicine)
PAM 356 Surgery (General Surgery, Orthopedics, Otolaryngology)
PAM 377 Pharmacology II
HS 201 Community Service
1
4
Total
CLINICAL PHASE
PAM 322 Psychosocial Aspects of Health Care III
Second Year (Clinical) Required Rotations
PAC 405 Primary Care Medicine
PAC 430 Medicine
PAC 410 Pediatrics
PAC 435 Long-Term Care
PAC 420 Emergency Medicine
PAC 440 Obstetrics/Gynecology
PAC 425 Surgery
Plus one selective rotation chosen with guidance by the clinical faculty
1
5
5
5
5
5
5
5
Total
Elective Rotations (One)
PAC 465 Infectious Diseases
PAC 480 Medical subspecialty
PAC 470 Orthopedics
PAC 485 Pediatric subspecialty
PAC 475 Surgical subspecialty
PAC 460 Psychiatry
2
2
1
1
12
31
5
5
5
5
5
5
TOTAL CREDITS IN PROGRAM = 88
During the second year (clinical phase) of the program, students are assigned to nine clinical rotations and
are required to take PAM 322 Psychosocial Aspects of Health Care III (1 credit). Each rotation lasts five
weeks, for which five credits are awarded upon successful completion. Forty-five (45) weeks of
documented rotations with a passing grade are required for graduation.
GRADUATION REQUIREMENTS
(Also see pp. 30-31)
BS degree requirements include all of the following:
• Successful completion of all courses offered in the program and at least nine clinical rotations (45
weeks of clinical experience)
• Overall GPA of 2.333 or better
• Approval of the Academic Progress Committee
• Completion of community service project
• Filing of graduation forms and appropriate fee with the College.
LICENSURE/REGISTRATION
Upon successful completion of all course requirements, students are recommended for a limited registration permit with the
New York State Education Department (SED). The limited permit expires one year from the date of issuance; however, it is
115
renewable one time. Permanent registration in New York requires obtaining a passing score on an examination acceptable to
the SED. The National Commission on Certification of Physician Assistants (NCCPA) examination is acceptable to the SED.
Only graduates of accredited PA programs may sit for the NCCPA examination.
PROFESSIONAL MEMBERSHIP
All students are strongly encouraged to become student members of the American Academy of Physician
Assistants and the New York State Society of Physician Assistants.
EXTRACURRICULAR ACTIVITIES
The student body of the PA Program has a student society that is a constituent chapter of both the
American Academy of Physician Assistants and the New York State Society of Physician Assistants.
PROGRAM HONORS
A student is eligible for the semester Dean’s List if he/she completes 15 or more credits with a GPA of
3.4 or higher.
The PA program offers additional honors at the time of graduation, including:
• Maimonides Award
• Highest Clinical Achievement Award
• Outstanding Clinical Achievement Award
• Highest Academic Achievement Award
• Outstanding Academic Achievement Award
ADVISORY COMMITTEE
The PA Program has an advisory committee whose function is to oversee the effectiveness of the educational program. This
committee provides guidance to the Program Director and is an integral part of the self-study process.
MANHATTAN CAMPUS PHYSICIAN ASSISTANT PROGRAM
Director:
Nadja Graff, Ph.D.
Medical Director:
Kyi Win Yu, M.D.
INTRODUCTION AND DESCRIPTION
The Manhattan Campus Physician Assistant Program is a non-traditional, upper division, 28-month program leading to
a B.S. degree offered at Touro College’s main campus in mid-town Manhattan and is designed to serve the
professional aspirations of the working student. The curriculum, which is divided into a didactic and a clinical phase, is
organized to afford each student an understanding of the medical sciences and their application to clinical practice. The
first 16 months are devoted to didactic work in the basic sciences, medicine, surgery a n d b e h a v i o r a l
s c i e n c e s , a n d e n t a i l evening/weekend scheduling of coursework, i.e. Monday through
Thursday 4pm-9pm and Sundays 9am-5pm. The clinical phase consists of 12 months of rotations at affiliated clinical
sites such as hospitals, clinics, and private practices, and entails a traditional, full-time format. The program has
affiliations with numerous inner-city training sites, providing students with a diversity of clinical practice experiences
and sensitizing them to the needs of the community.
MISSION
The mission of the Touro College Physician Assistant Program is to excel in the education and training of
physician assistants who will serve the healthcare needs of the community with competence, compassion,
and dedication. The Manhattan Campus PA Program curriculum is designed both to educate its graduates
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to function as traditionally-trained generalists, and to provide enrichment in hospital-based PA practice
areas which prepares graduates for the urban metropolitan area job market. The program is committed to
broadening access to PA education to persons under-represented in the profession, through non-traditional
programming and a nurturing educational environment. Offering the program at an urban site, with the
didactic phase conducted during weekday late afternoon/evening and Sunday hours, serves the purpose of
actualizing the professional aspirations of an under-served population of students.
GOALS AND OBJECTIVES
The goals and learning objectives of the program are as follows:
1.
2.
3.
To prepare physician assistant students with the core knowledge about established and evolving
biomedical and clinical sciences, and with the ability to apply this knowledge effectively and
appropriately to patient care.
a.
Students will be able to recall etiologies, risk factors, underlying pathologic
processes, and epidemiology for medical conditions.
b.
Students will be able to identify signs and symptoms of common medical conditions.
c.
Students will be able to differentiate between the normal and the abnormal in
anatomical, physiological, and laboratory findings and in other diagnostic data.
d.
Students will be able to collaborate with the healthcare team in developing and
implementing management and treatment plans for general medical and surgical
conditions.
e.
Students will be able to recall the indications, contraindications, side effects,
interactions and adverse reactions of pharmacologic agents and other relevant
treatment modalities.
f.
Students will be able to identify appropriate interventions for the prevention of
conditions.
To promote in students an investigatory and analytic thinking approach to clinical situations.
a.
Students will be able to elicit a detailed and accurate medical history and perform a
complete physical examination.
b.
Students will be able to analyze a chief complaint and to perform a focused physical
exam.
c.
Students will be able to select and interpret appropriate diagnostic or lab studies.
d.
Students will be able to formulate a differential diagnosis, using history and physical
findings and diagnostic studies.
e.
Students will be able to make informed decisions about diagnostic and therapeutic
interventions based on patient information and preferences, current scientific
evidence, and clinical judgment.
f.
Students will be able to collaborate with others to solve healthcare problems.
To develop in students interpersonal and communication skills that will enhance effective
communication exchange with patients, their families, physicians, and other members of the
healthcare team.
a.
Students will be able to use effective listening, nonverbal, explanatory, questioning,
and writing skills to elicit and provide information.
b.
Students will be able to communicate and work effectively with supervising
physicians and other professionals as a member of a healthcare team.
c.
Students will be able to accurately and adequately document and record information
regarding the care process for medical, legal, quality assurance and financial
purposes.
d.
Students will be able to apply an understanding of human behavior across the
lifespan in their interactions with patients.
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e.
4.
5.
6.
Students will be able to provide patient education and counseling regarding physical
and mental health, health promotion and disease prevention, normal growth and
development, and family planning.
To foster an attitude of professionalism and positive values such as responsibility, ethical
practice, sensitivity to diverse patient populations and adherence to legal and regulatory
requirements.
a.
Students will be able to work effectively with physicians and other healthcare
professionals to provide patient-centered care.
b.
Students will be able to recall the legal and regulatory requirements, as well as the
appropriate role of the physician assistant.
c.
Students will be able to recall and apply the ethical principles pertaining to provision
or withholding of clinical care, confidentiality of patient information, informed
consent, and business practices.
d.
Students will be able to provide care with sensitivity to patients’ culture, age, gender,
and disabilities.
e.
Students will be able to recognize the impact of socioeconomic and ethnic diversity
on the availability and delivery of healthcare.
f.
Students will be able to understand their limitations and know when to make
appropriate referrals.
g.
Students will be able to recognize the responsibility to serve the needs of the
community and to provide healthcare services in medically-underserved areas.
To provide students with the tools to become lifelong learners.
a.
Students will be able to apply information technology to manage information, access
on-line medical information, and support their own lifelong education.
b.
Students will be able to apply knowledge of study designs and statistical methods to
the appraisal of clinical studies.
c.
Students will be able to locate and appraise medical studies, and integrate evidence
from medical studies to patient management.
To produce graduates with the requisite medical knowledge and competencies to pass the national
certification examination and successfully compete in the metropolitan-area job market.
ACCREDITATION AND REGISTRATION
The Manhattan Campus PA Program is accredited by the Accreditation Review Commission of Education for the
Physician Assistant, Inc. (ARC-PA), registered by the New York State Education Department, and is a member of the
Physician Assistant Education Association (PAEA).
WHO SHOULD APPLY
Potential applicants to the program should assess their capability and suitability for becoming a PA
student and embarking on a career as a dependent healthcare practitioner. The role of the PA demands
intelligence, sound judgment, intellectual honesty, the ability to relate to people, and the capacity to react
to emergencies in a calm and reasoned manner.
Some factors to consider are the following:
• The intense 28-month professional program requires personal as well as financial sacrifices, and
demands a high degree of self-sufficiency and well-developed study skills. During the first 16 months of the
program, students may be able to maintain part-time employment. However, during the last 12 months of the
program, employment is precluded.
• The profession necessitates working with those who are ill, and interacting effectively and
cooperatively with doctors, nurses, and other members of the healthcare team.
• The career demands flexibility with respect to scheduling, location, and scope of responsibilities.
118
ADMISSION REQUIREMENTS
(Also see pp. 17-19 for general admissions policies and procedures.)
All applicants, whether transfer students or Touro College undergraduate students, apply directly to the
Manhattan Campus PA Program for admission. Decisions on admission are made by a committee of
faculty based on an assessment of the applicant’s past academic performance, their potential, and their
understanding of and commitment to the PA profession. Entry into the program is in the fall semester
only. Applications are reviewed throughout the year and applicants are accepted into the program on a
rolling admissions basis.
Admission requirements include:
• A completed application form
• A written personal statement
• 3 letters of recommendation
• A personal interview
• A minimum of 100 hours of direct patient contact healthcare experience, either volunteer or paid,
to include a minimum of 10 hours “shadowing” a Physician Assistant.
• A minimum cumulative GPA of 2.67 to be considered for the program.
• Successful completion of 60 transferable credits (including the specific prerequisites listed below)
with grades of “C” or better* in general liberal arts and sciences at an accredited college or
university or its equivalent. Please note: An applicant may apply to the program with
prerequisite coursework in progress, but all prerequisites must be completed prior to entering the
program.
Distribution:
• General Biology I & II (with labs)**
8 credits
• General Chemistry I & II (with labs)**
8 credits
• Upper level Biology and/or Chemistry**
8 credits
• Psychology and/or Sociology
6 credits
• English Composition and/or English Literature+
6 credits
• Humanities
6 credits
• Mathematics (pre-calculus or statistics)
3 credits
• Liberal arts and sciences electives
15 credits
* Advanced Placement scores must be 4 or 5 to transfer.
**(1) Courses must be designed for science majors. Science courses designed for liberal
arts/nursing/respiratory therapy majors, etc. are not acceptable. (2) Applicants whose
science prerequisites are more than 10 years old will be required to take refresher courses
unless exempted by the Admissions Committee.
+Applicants must provide catalog descriptions for English courses not taught by an English
department (e.g. through a core curriculum or honors program).
•
For applicants who did not attend high school or college in the US or other English-speaking
country, the Test of English as a Foreign Language (TOEFL) examination with a score of at least
550 (paper-based) or 213 (computer-based) (Note: the TOEFL exam does not fulfill or substitute
for the 6-credit English prerequisite requirement). They must also have their credentials
evaluated by a Touro-approved agency such as the International Education Research Foundation,
Inc. (IERF) or World Education Services, Inc. (WES).
The PA program does not award academic credit for experiential learning.
119
All prerequisite courses are offered by Touro College’s Lander Colleges of Arts and Sciences and New
York School of Career and Applied Studies, as well as by the School of Health Science’s Undergraduate
Studies program at the Bay Shore campus.
For application and information, contact:
Touro College
Office of Admissions - PA
27-33 West 23rd St.
New York, N.Y. 10010
(212) 463-0400 ext. 551
www.touro.edu/shs/pany
Admissions Decisions
The program Admissions Committee evaluates an applicant’s completed application and considers the
following factors in the review process:
• Quality and content of the personal statement.
• Quality of the three letters of recommendation.
• Cumulative GPA
• Science GPA
• Quality of healthcare experiences
Based on this review, selected applicants are invited for a personal interview. At the interview, a
minimum of two faculty members assess the applicant with regard to their understanding of the PA role,
their motivation, their maturity, their intellectual qualities and insights, and their interpersonal skills.
The Admissions Committee makes final decisions on admission, taking all factors into consideration.
TUITION, FEES AND EXPENSES
Students are admitted to the program on a full-time basis. This requires a major commitment of both time
and resources. Tuition and fees for the 2006-2007 academic year are as follows:
Full-time tuition for 28-month program
Per credit tuition
Application fee (non-refundable)
Tuition deposit (non-refundable)
Administrative fee, per semester
Student activity fee, per annum
Malpractice insurance fee, per annum
Laboratory fee, per semester
Graduation fee
Late registration fee
Returned check fee
Transcript fee
$35,300
(divided into 5 payments of $7,060)
735
50
500
100
40
80
100
200
50
40
10
Tuition and fees are subject to change annually. The Touro College Board of Trustees reserves the right to
change the fee schedule without prior written notice.
Annual personal expenses for books, travel, housing, food, uniforms, supplies, and other items
will vary greatly from individual to individual. All students are required to carry malpractice and
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health insurance. Travel and room and board for clinical assignments will affect student cost.
Students are encouraged to meet with a financial aid counselor early in the application process to
plan for these expenses.
PROGRAM CALENDAR
For the Physician Assistant Class of 2009
Semester
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Spring 2008
Summer 2008
Fall 2008
Session
Session I
Session II
Session III
Session IV
Session V
Session VI
Session VII
Start Date
Aug. 28, 2006
Jan. 2, 2007
April 30, 2007
Aug. 27, 2007
Jan. 2, 2008
April 28, 2008
Sept. 2, 2008
End Date
Dec. 22, 2006
April 27, 2007
Aug. 17, 2007
Dec. 21, 2007
April 18, 2008
Aug. 22, 2008
Dec. 19, 2008
THE CURRICULUM
The professional curriculum is composed of a didactic phase and a clinical phase. The didactic phase is a
“lock-step” curriculum divided into four consecutive 15-week sessions over 16 months (Fall, Spring,
Summer, Fall). Courses are scheduled Monday through Thursday 4pm-9pm, and Sundays 9am-5pm. All
lectures are held at the Manhattan campus. Students take 15 credits of coursework each semester,
averaging 20 hours of classroom contact time per week.
The clinical phase is divided into three consecutive 15-week sessions over 12 months (Spring, Summer,
Fall), during which students are provided with supervised clinical practice experiences through nine
rotations, each lasting five weeks. There are eight core rotations, which all students must complete, and
one elective rotation, which students can select in an area of interest. The rotations take place in
hospitals, clinics, or private settings and entail a full-time commitment during regular working hours.
Rotation sites presently are in the metropolitan area, including but not limited to Manhattan, Brooklyn,
Queens, the Bronx, Westchester, Nassau and Suffolk counties. Students should be prepared to travel to
their assigned rotation sites.
The curriculum is arranged and sequenced to provide the student with a foundation of basic sciences with
a directed, clinical focus, and then to build on that with the development of a database in clinical medicine
with a practical focus. Each course provides the foundation for concurrent and subsequent courses. The
sequencing enables the progressive development of clinical knowledge and competence, and the
reinforcement of clinical information from varying perspectives of medical, surgical, and emergency
management. The students are then provided with practical, supervised learning experiences to further
develop and hone their clinical competency necessary for practice.
No advanced standing is granted in the PA Program. This is true whether equivalent courses have been
taken in another PA training program or in medical school.
RECOMMENDED SEQUENCE OF COURSES
DIDACTIC PHASE
Session I
PAB 301 Physiology
PAB 303 Clinical Biochemistry
PAB 306 Human Anatomy
PAM 310 Physical Diagnosis I
Credits
4
2
3
3
121
PAM 320 Psychosocial Aspects of Health Care I (Psychosocial Medicine,
Epidemiology)
PAM 359 Introduction to Pharmacology
Total
Session II
PAB 307 Microbiology/Immunology
PAB 308 Neuroanatomy
PAB 309 Pathology
PAM 311 Physical Diagnosis II
PAM 362 Pharmacology
PAM 364 Diagnostic Modalities (Imaging, Lab Medicine)
PAM 365 Medicine I (Cardiology, EKG)
Total
Session III
PAM 321 Psychosocial Aspects of Health Care II (Geriatrics,
Evaluating the Medical Literature)
PAM 330 OB/GYN
PAM 331 Pediatrics
PAM 366 Medicine II (Hematology, Pulmonology, Nephrology)
PAM 367 Medicine III (Gastroenterology, Endocrinology, Dermatology,
Rheumatology)
PAM 369 Surgery I
PAM 372 Emergency Medicine I
Total
Session IV
PAM 322 Psychosocial Aspects of Health Care III (Ethics,
Professional Issues)
PAM 368 Medicine IV (Ophthalmology, Neurology, Psychiatry,
Infectious Diseases)
PAM 370 Surgery II (Orthopedics, Otolaryngology, Neurosurgery)
PAM 371 Surgery III
PAM 373 Emergency Medicine II
PAM 374 Physical Assessment and Management
PAM 375 Critical Care
HS 201 Community Service
Total
TOTAL DIDACTIC PHASE CREDITS =
2
1
15
2
1
3
2
3
2
2
15
1
2
2
3
4
2
1
15
1
4
2
2
2
2
1
1
15
60
CLINICAL PHASE
Core Rotations
PAC 405 Primary Care Medicine
PAC 410 Pediatrics
PAC 420 Emergency Medicine
PAC 425 Surgery
PAC 430 Medicine
PAC 435 Long Term Care
PAC 440 Obstetrics/Gynecology
PAC 460 Psychiatry
5
5
5
5
5
5
5
5
Elective Rotations (partial list) (one)
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PAC 465 Infectious Diseases
PAC 470 Orthopedics
PAC 475 Surgery Subspecialty
PAC 480 Medicine Subspecialty
PAC 490 Critical Care Management
PAC 495 Forensic Medicine
5
5
5
5
5
5
TOTAL CLINICAL PHASE CREDITS =
TOTAL CREDITS IN PROGRAM = 105
45
GRADUATION REQUIREMENTS
(Also see pp. 30-31)
To qualify for graduation with a B.S. in Physician Assistant, a student must fulfill all of the following:
• Successful completion of all courses and rotations, totaling 105 credits
• Overall program GPA of 2.0 or better
• Successful completion of the summative evaluation
LICENSURE/REGISTRATION
Upon successful completion of all program requirements, a Certificate of Completion is sent to the New
York State Education Department for each of the graduating students. Upon graduation, the graduate
physician assistant may apply for a New York State Limited Permit, and may sit for the Physician
Assistant National Certification Examination (PANCE) administered by the National Commission on
Certification of Physician Assistants (NCCPA). Only students who have graduated from programs
accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
may sit for the PANCE.
Permanent registration (RPA) and licensure in New York State can only be obtained upon passing the
PANCE.
123
PUBLIC HEALTH
MASTER OF SCIENCE IN PUBLIC HEALTH
Director:
Joseph Indelicato, ACSW, Ph.D.
INTRODUCTION AND DESCRIPTION
Public Health is the art and science of protecting and improving community health by means of
preventive medicine, health education, communicable disease control and the application of the social and
sanitary sciences. The core public health functions are:
• Health status monitoring and disease surveillance
• Investigation and control of diseases and injuries
• Protection of environment, housing, food, water and the workplace
• Threat analysis
• Health education and information
• Targeted outreach and linkage to personal health services
• Quality assurance and accountability
• Training and education of public health professionals
• Leadership planning, policy development and administration
• Provision of health care where other resources are absent
The Master of Science in Public Health program is designed with two types of potential student in
mind: (1) clinicians, such as physicians, nurses, physician assistants, physical therapists,
occupational therapists, pharmacists, or technical specialists such as laboratorians, with managerial
responsibilities in their areas of expertise, and (2) career minded mid-level managers interested in
current issues concerning public health and administration of health programs.
The program is a two-year, graduate-level program that can be completed in four semesters. Incoming
students who are not health professionals, however, normally complete the program in five semesters, due
to an internship requirement. The maximum timeframe for completion is five years. The 50-credit
curriculum (48 credits required for health professionals) focuses on the essentials of public health practice
and management at the operating level. In their final semester students prepare, present and submit a
Master’s-level Research Project. Students who are not health professionals are also required to
successfully complete a 12-week, non-paid, Public Health Internship.
It is expected that many of the students enrolled in this program will be holding full-time jobs. To
accommodate the needs of this group of students, courses will be scheduled over one extended
weekend per month.
MISSION STATEMENT
The mission of the Master of Science in Public Health Program (MSPH) is to foster and guide the
development of students into public health professionals who will practice in keeping with the humanistic
and ethical values of the Judaic tradition, and based upon the tenets of the public health profession. The
program aspires to prepare students to become professionals and to use their skills within diverse spheres
encompassing public health, including public health education, administration of health care agencies,
and advocating for public health. Graduates will be able to work with other health care professionals, the
public and both government and private entities to aid the public in the health care arena. Graduates will
help foster the ability of persons of all ages, economic statuses, and ethnic backgrounds to benefit from
124
improvements in health care in the 21st century. Graduates will contribute to building a better society not
only by managing the care of diseases but also by aiding in the prevention of disease and the amelioration
of the effects of health care threats from bioterrorism, epidemics, and man-made and natural disasters.
Graduates will also assume roles as teachers and researchers to disseminate information, encourage
dialogue, and develop new ideas in evidence-based health care.
GOALS AND OBJECTIVES
1.
Provide in-depth knowledge of Public Health issues
a.
Students will be able to describe the current key issues involved in the field of Public
Health; in particular, management issues related to bioterrorism, spread of new disease
strains, drug-resistant illnesses, dentistry, and medication-induced diabetes.
b.
Students will be able to describe the non-disease areas of Public Health, including
violence, diet and toxic waste.
c.
Students will gain knowledge of a variety of health impairments caused by exposure to
Public Health threats, as well as techniques for both preventing and addressing Public
Health concerns.
2.
Learn how to use critical thinking to address public health risks, and how to use problem-solving
skills to create multifaceted solutions to public health risks
a.
Students will be able to read and evaluate past and current peer-reviewed research in the
field of Public Health.
b.
Students will be able to use critical thinking to determine the applicability of different
techniques.
c.
Students will be able to use critical thinking to analyze the need to direct services toward
public and professional education.
d.
Students will be able to create organizational responses to public health issues, including
technology-induced health problems, drug abuse trends, and acute disease outbreaks.
e.
Students will be able to design program evaluation components in order to determine
both the impact of their interventions and the cost effectiveness of various components.
f.
Students will be able to develop enhanced media, written and oral communication skills,
for the purpose of education of the public, health care professionals and government units
in regard to public health issues.
3.
Prepare students for future Public Health threats
a.
Students will be able to identify threats to Public Health caused by changing technology,
including rapid disease transmission due to improved transportation, increased exposure
to environmental toxins, and types of technology being used (i.e. computer terminals,
repetitive movement disorders).
b.
Students will be able to analyze the effects of technology on increasing terrorist threats to
Public Health.
c.
Students will be able to organize and manage programs engaged in both protection of
individuals from threats and in designing health care responses to threats.
4.
To produce graduates who will be able to take on leadership roles in health care settings in order
to enhance the public health of their communities
5.
To produce graduates who will be able to implement research programs both as evaluative tools
of programs and for basic academic research in public health
6.
To produce graduates who will be able to formulate and execute programs based upon their own
research and the research being published in the field
7.
To produce graduates who will be able to monitor program changes to allow for continuing
quality improvement.
8.
To produce graduates who will contribute to the growth and overall development of the
profession.
125
9.
To produce graduates who will uphold and broaden the commitment to health promotion and
education through the use of individual, administrative, and group service activities.
PROGRAM REGISTRATION
The Master of Science in Public Health Program is registered with the New York State Education
Department.
ADMISSION REQUIREMENTS AND PROCEDURES
(Also see pp. 17-19 for general admissions policies and procedures.)
• A baccalaureate degree with a minimum cumulative GPA of 2.75
• A completed application form and $50.00 non-refundable application fee (waived for on-line
applications)
• Official transcripts from all post-secondary institutions attended submitted directly to the program
office
• Although there are no specific course prerequisites, the ideal undergraduate education should
include study in the natural and social sciences, mathematics, and the humanities
• A current resume
• 3 letters of recommendation, of which at least one should be from a health professional
• A written statement (no longer than one page) that includes career goals, description of public
health and administrative experience if pertinent, and professional expectations for the future
• Proof of professional licensure, if applicable
• A personal interview with the Program Director or the Program Coordinator
For an application, or further information, please call or write to:
Office of Admissions
Touro College School of Health Sciences
1700 Union Boulevard
Bay Shore, New York 11706
(631) 665-1600 Extension 255
E-mail: enrollhealth@touro.edu
TUITION, FEES AND EXPENSES
Students are admitted to the program on both a full-time and a part-time basis. In either case,
participation in the program requires a commitment of both time and resources.
Tuition and fees for the 2006-2007 academic year are as follows:
Full-time tuition (full-time students only, per semester)
Per credit tuition (part-time students only)
Application fee (non-refundable; waived for online applications)
Tuition deposit (non-refundable, applies toward tuition)
Administrative fee, per semester
Graduation Fee
Fee for Official Transcripts (per transcript)
$8,000
775
50
775
100
200
10
Tuition and fees are subject to change annually. The Touro College Board of Trustees reserves the
right to change the fee schedule without prior written notice.
126
Students are advised that textbooks and other materials are required for course participation.
Personal expenses for travel, books, and other items will vary from individual to individual. Due to
the great variation of cost factors in the Greater New York area, students are encouraged to meet
with a financial aid counselor to plan their own personal expense budget.
Students are required to maintain a valid email address and account from which they can easily
access email communications and to provide it to the MSPH office upon acceptance to the program.
Institutional policy on tuition refunds are established and published by the Office of the Bursar.
Students wishing to withdraw from the college must contact the Office of the Registrar.
ACADEMIC CALENDAR
Fall 2007
Spring 2008
Summer 2008
Fall 2008
Spring 2009
Summer 2009
Fall 2009
Start
Sept. 10, 2007
Jan. 11, 2008
June 2, 2008
Sept. 8, 2008
Jan. 12, 2009
June 2, 2009
Sept. 8, 2009
End
Dec. 21, 2007
May 30, 2008
Aug. 23, 2008
Dec. 18, 2008
May 28, 2009
Aug. 21, 2009
Dec. 17, 2009
Finals End
Dec. 21, 2007
May 30, 2008
Aug. 23, 2008
Dec. 18, 2008
May 28, 2009
Aug. 21, 2009
Dec. 17, 2009
CURRICULUM
The organization of the curriculum in the Master of Science in Public Health program is designed to
help the student acquire the knowledge base and skill set required to become a competent and
successful professional in the field of Public Health. Courses are organized in a sequence that
promotes an orderly and effective acquisition of knowledge.
RECOMMENDED SEQUENCE OF COURSES
First Year (26 credits)
Semester I
MPH 601 Fundamentals of Public Health Research
MPH 602 Essentials of Public Health
MPH 607 Introduction to Legal Procedure
MPH 615 High-Yield Biostatistics
MPH 609 Master’s Research Advisement I
TOTAL
Semester II
MPH 604 Biocultural Basis of Health
MPH 605 Health Care Delivery Systems
MPH 614 Community-Based Health Care Services
MPH 606 Health Policy and Ethics in Public Health
MPH 610 Master’s Research Advisement II
TOTAL
Second Year (22 credits)
Semester III
MPH 616 Technology Applications in Public Health
MPH 626 Essentials of Health Care Management
MPH 701 Applied Epidemiology
Credits
3
3
3
3
1
13
3
3
3
3
1
13
3
3
3
127
MPH 611 Thesis Research Advisement I
TOTAL
Semester IV
MPH 621 Principles of Health Care Financing & Marketing
MPH 710 Environmental Health & Threat Analysis Seminar
MPH 722 Essentials of Quality Management
MPH 612 Thesis Research Advisement II
TOTAL
2
11
3
3
3
2
11
Semester V*
MPH 603 Human Health and Disease
2
MPH 750 Public Health Internship
0
* This semester is only required for students who are not health professionals.
GRADUATION
(Also see pp. 30-31)
To qualify for graduation with a Master of Science in Public Health, a student must successfully fulfill all
of the following:
o Successful completion of all courses.
o Overall GPA of 3.0 or higher.
o Successful completion of the Master’s thesis.
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SPEECH-LANGUAGE PATHOLOGY
GRADUATE PROGRAM IN SPEECH-LANGUAGE PATHOLOGY
Director and Department Chair:
Hindy Lubinsky M.S. CCC/SLP
INTRODUCTION AND DESCRIPTION
Speech-Language Pathologists treat children and adults with a wide variety of speech and language disorders. These
may include individuals with disorders of articulation, language, learning, hearing, voice or fluency, as well as
individuals with cleft palate, aphasia, laryngectomy, dysphagia, developmental delays, and/or neurological
impairments. Through early intervention, children are treated for feeding disorders, speech and language delay and
hearing deficits.
The Graduate Program in Speech-Language Pathology offers a curriculum leading to a Master of Science degree
in Speech-Language Pathology, the entry-level credential in this field. The curriculum is devised to promote critical
thinking and academic excellence in order to prepare students to provide high-quality professional services.
The service delivery functions of the Program are centered in the Speech and Hearing Center. The primary function of
the Center is to provide speech, language, voice, and fluency assessment and treatment services to pediatric
through adult populations. The Center also provides audiology services. The Center plays a fundamental role in the
clinical training of students by providing intensive, hands-on clinical experience to the students. The Program is able
to provide services to the underserved and diverse segments of the community.
Speech-Language Pathologists must be licensed by the state in which they practice. In many employment settings they
must also meet requirements of the American Speech-Language Hearing Association for the Certificate of Clinical
Competence.
MISSION AND COMPETENCIES FOR THE CLINICAL M.S. IN SPEECH-LANGUAGE
PATHOLOGY
The mission of the Graduate Program in Speech-Language Pathology is to provide students with a
comprehensive course of study, which emphasizes academic knowledge, development of clinical
competencies, and promotion of research in a professional, supportive and caring environment.
The academic and clinical competencies, which are the foundation of the Program, are based on the scope
of practice approved by the American Speech-Language-Hearing Association (ASHA), and the New
York State Department of Education. The goal of the Program is for each student to demonstrate these
competencies as requirements for entry level into the profession. The mission and goals of the Program
are a reflection of the mission and goals of both the College and the School of Health Sciences.
In addition to the emphasis on academic and clinical knowledge and skills, the program’s goals include
the development of critical and analytical thinking, promotion of information literacy, and the
development of research skills. The Program prepares the student to be able to select, utilize, and analyze
the methodologies available to evaluate and treat individuals with communication disorders across the
lifespan while demonstrating an understanding of different cultural heritages.
GOALS AND OBJECTIVES
1.
Provide in-depth knowledge of communication disorders across the lifespan.
a. Students will be able to describe the functional communication impairments as well as those
associated with anatomical, physiological, and neurological anomalies and syndromes.
129
2.
3.
4.
5.
6.
7.
b. Students will obtain knowledge of a variety of communicative impairments, associated risk
factors as well as treatment options.
Develop critical thinking and problem solving skills.
a. Students will be able to apply knowledge of research literature to evaluate and to treat
individuals with communication impairments.
b. Students will be able to differentially evaluate individuals with communication disorders.
c. Students will be able to accurately analyze their own clinical skills, respond appropriately to
constructive criticism from others, and develop strategies for improvement.
Enhance written and oral communication skills and information literacy.
a. Students will be able to accurately compose evaluation reports that reflect the nature of the
individual’s communication disorder.
b. Students will be able to formulate written treatment plans with objectives and goals that when
implemented are likely to result in a change in communication behaviors.
c. Students will be able to describe the research literature relevant to specific communication
disorders.
d. Students will be able to design and execute research under the direction of faculty.
Provide the theoretical and applied expertise to select, use, and analyze the methodologies
available to evaluate and treat individuals with communication disorders.
a. Students will be able to collect and interpret background information relevant to the
assessment process from available sources.
b. Students will be able to select, administer, and/or adapt standardized and non-standardized
measures of communicative abilities to meet individual client needs.
c. Students will be able to determine an individual’s need for services, the level of service
needed, and the appropriate intervention model required.
d. Students will be able to construct a functional, ecologically valid intervention plan that
includes specific short and long-term objectives to meet the needs of the “whole client”.
e. Students will be able to select and consistently implement appropriate intervention techniques
to meet the client’s identified needs and modify these as needed.
Prepare students for the national examination in Speech-Language Pathology.
a. Students will be able to identify local, state, and federal regulatory guidelines governing
service delivery.
b. Students will be able to select appropriate materials and methods relevant to the evaluation
and treatment of individuals with specific communication disorders across the age spectrum.
Prepare students for a career in the profession of Speech-Language Pathology.
a. Students will be able to effectively document and communicate intervention outcomes to
supervisors, clients, family members, and other professionals.
b. Students will be able to establish and maintain an effective relationship with the client’s
family, educators and other professionals to improve services to the client.
c. Students will be able to recognize and respect cultural variations and individual differences in
family systems/ functions.
Provide the concepts and model the behaviors indicative of ethical practice within the profession
of Speech-Language Pathology.
a. Students will be able to identify social, ethnic, cultural, and environmental variations that
influence speech-language development, use, and test performance.
b. Students will understand and be able to apply the ethical principles outlined in the ASHA
Code of Ethics and the N.Y.S. Practice Guidelines.
c. Students will be able to refer clients to other professionals appropriately.
ACCREDITATION
This Program is registered with the New York State Education Department. The program is accredited by the
American Speech-Language-Hearing Association (ASHA).
130
ADMISSION REQUIREMENTS AND PROCEDURES
(Also see pp. 17-19 for general admissions policies and procedures.)
• A baccalaureate degree with a major in Speech from an accredited institution OR
• A baccalaureate degree in a related field, provided the following prerequisites have been
completed (numbers shown in parentheses are for undergraduate courses offered in Touro’s
Lander Colleges of Arts and Sciences – descriptions may be found in their catalog, either in print
or online at www.touro.edu):
• Phonetics (COC 208)
• Anatomy and Physiology of Speech (COC 209)
• Normal Speech and Language Development (COC 210)
• Speech and Hearing Science (COC 308)
• Audiology (COC 309)
• Communication Disorders (COC 310)
• Speech Pathology/Rehabilitation (COC 401)
•
•
•
•
•
•
•
•
Basic coursework in the behavioral, biological, and physical sciences and a course in statistics
A minimum cumulative GPA of 3.0
A completed application form and $50.00 non-refundable application fee
Official transcripts from all post-secondary institutions attended submitted directly to the program
office
Official score report for the Graduate Record Examination (GRE) General Test. Touro College’s
score report number is 2902.
3 letters of recommendation from professors and/or employers
A personal interview and a writing sample (may be required)
For applicants whose native language is not English or who did not attend college in the US or
other English-speaking country, the Test of English as a Foreign Language (TOEFL)
Examination with a minimum score of 550 (paper format) or 213 (computer format)
Admission from Touro College Undergraduate Speech Program
The undergraduate program in speech is housed in the Lander College of Liberal Arts and Sciences. Students entering
the Graduate Program must demonstrate that they have achieved a strong educational foundation in the humanities,
math, and sciences. At Touro College, course offerings at the undergraduate level are designed to introduce students to
both basic processes, such as the physics of sound, biological and psychological bases of speech, hearing, and
language, as well as to the disciplines and techniques of Speech-Language Pathology and Audiology.
TRANSFER CREDITS FROM OTHER INSTITUTIONS
A maximum of 12 credits may be transferred from an accredited program. The acceptance of courses is
at the Program’s discretion.
TUITION, FEES AND EXPENSES
Tuition and fees for the 2006-07 academic year are as follows:
Tuition
Lab fee
Student fee
Adminstrative fee
Graduation fee
$605 per credit
$100
$40
$100
$200
Tuition and fees are subject to change without notice.
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PROGRAM CALENDAR
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Spring 2008
Summer 2008
START
Sept. 5, 2006
Feb. 5, 2007
June 26, 2007
Sept. 4, 2007
Feb. 4, 2008
June 23, 2008
END
Jan. 11, 2007
June 14, 2007
July 20, 2007
Jan. 10, 2008
June 5, 2008
July 17, 2008
RECOMMENDED SEQUENCE OF COURSES
Semester I
COC 610 Clinical Methods in Speech-Language Pathology
COC 611 Diagnostic Measurement and Evaluation
COC 612 Articulation and Phonology
COC 615 Advanced Anatomy and Physiology and Neuroanatomy
COC 630 Language Disorders in Pre-School & School-Aged Children
Semester II
COC 621.2 Seminar – Internship re: Assessment
COC 621.1 Seminar - Internship re: Treatment
COC 627 Foundations of Research
COC 632 Language Disorders and Learning Disabilities
COC 651 Dysphagia
Semester III – Summer Session
COC 645 Aphasia and Related Disorders
Elective
Semester IV
COC 621.3 Seminar Externship
COC 640 Advanced Audiology
COC 650 Voice Disorders and Their Management
Elective
Semester V
COC 621.4 Seminar Audiology
COC 621.5 Seminar Externship
COC 621.7 Seminar Research
COC 635 Early Intervention: Zero to Three Aged Population
COC 637 Disorders of Fluency
Elective
Semester VI – Summer Session (if needed)
COC 621.6 Seminar Externship / Clinic
Credits
3
3
3
3
3
Total 15
1
1
3
3
3
Total 11
3
3
Total 6
1
3
3
3
Total 10
1
1
1
3
3
3
Total 12
1
STUDENT PRACTICUMS*
Practicums are designed to enable students to fulfill the hour requirements for clinical care experience
established by New York State and by the American Speech-Language Hearing Association. A seminar
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attached to each practicum covers the subject matter pertinent to that practicum, and students complete a
total of 400 clock hours, including 20 hours in Audiology. The first practicum is done in-house, at the
College’s clinic. Subsequent practicums take place in various settings arranged by the College, such as
schools, clinics, and hospitals. Students are supervised by faculty for no less than 25% of their treatment
practicum hours and 50% of diagnostic practicums, in all settings.
* Students are required to provide proof of malpractice insurance coverage
GRADUATION REQUIREMENTS
(Also see pp. 30-31)
Students are recommended for graduation upon satisfactory completion of all coursework, clinical hours,
research project, KASA forms and passing the comprehensive examinations. Students are required to file
an “Application for Graduation” with the Registrar’s Office along with the applicable fee, meet with their
advisor, the Clinical Director and the Program Director, and obtain the signatures indicating approval for
graduation. Students must also take the PRAXIS examination prior to graduation.
CERTIFICATION AND LICENSURE
Graduates will be eligible for New York State licensure as Speech-Language Pathologists, as well as for
ASHA certification after the completion of the Clinical Fellowship year (CFY), post-master’s supervised
employment, in accordance with ASHA and state regulations.
Graduates who have completed the prescribed education requirements, will also be eligible to apply for
New York State teacher certification, and will be prepared for employment in a variety of educational and
health care settings. Students should meet with their advisor to determine required coursework and
eligibility to apply for state teacher certification.
133
UNDERGRADUATE STUDIES
Director
Elliot Hymes, M.A.
INTRODUCTION AND DESCRIPTION
Undergraduate Studies in the School of Health Sciences is a part of the Bachelor’s degree program, and
offers all prerequisite coursework for those who are interested in pursuing one of the School of Health
Science’s clinical or allied health professional programs. Courses are available to meet the requirements
for admission to upper-division professional programs in Occupational Therapy (OT), Physical Therapy
(PT), Physician Assistant (PA), and Forensic Science (FS). The curricula provide students with a strong
didactic and laboratory background in science along with a broad foundation in the liberal arts.
Appropriately qualified students are accepted directly, as freshmen, into the 4-year Physician Assistant
Studies Program, the 4-year Forensic Science Program, the 5-year Occupational Therapy Program or the
6-year Physical Therapy Program.
Undergraduate Studies also offers four-year Bachelor of Science degree programs with concentrations in
Healthcare Administration and in Forensic Science. The first two years of study in these programs are
virtually identical to those of students preparing to enter one of the upper-division professional programs.
In addition, it is possible for students to earn the Associate in Arts degree.
Bachelor of Science Program in Healthcare Administration
Healthcare Administrators play an important role in the delivery of healthcare services to the public. The
Bachelor of Science degree in Healthcare Administration prepares individuals to develop, plan, and
manage health care operations and services within health care facilities and across health care systems.
Graduates are prepared for leadership roles within the healthcare industry.
To become successful Healthcare Administrators, students proceed through a sequence that includes a
wide range of liberal arts and science courses to enhance their knowledge of the world in a broad sense, as
well as the specific curriculum geared to Healthcare Administration.
Bachelor of Science Program in Forensic Science
The Bachelor of Science program in Forensic Science is designed for students who wish to enter the field
of Forensic Sciences, as either criminalists or toxicologists. Coursework follows a four-year, eightsemester format. The curriculum provides the educational foundation for various forensic professions,
and prepares students for successful entry-level employment in a variety of forensic science occupations.
Growing public awareness and demand for well-trained forensic scientists has increased the need for
professionals in its various sub-fields. Also, though closely identified with the criminal justice system
and crime scene detection, forensic scientists have found increasingly active roles in the arenas of
regulatory compliance and civil justice.
Associate in Arts Degree
The Associate in Arts degree requires satisfactory completion of a minimum of 60 credits of required and
elective liberal arts courses. Completion of the degree requires that a portion of the program be taken at a
main or branch campus in New York City. The majority of courses can be taken at Bay Shore, Touro
College School of Health Sciences. Further information about this program may be obtained by
consulting the Bulletin of the Touro College New York School of Career and Applied Studies. For
students transferring credits with a grade of “C” or better from an accredited college or university, a
minimum of 24 credits must be completed at Touro College in order to be eligible to be awarded an
134
Associate in Arts degree.
MISSION
The mission of the Undergraduate Studies department is to provide students the opportunity to earn
baccalaureate level degrees in designated concentrations, as well as to lay the foundation for progression
into upper division School of Health Sciences programs. In doing this, the department emphasizes the
pursuit of academic rigor and integrity, excellence in instruction, intellectual accomplishment, and
research. The academic environment fosters a collegial and cooperative learning community, respect for
and appreciation of differing viewpoints, scholarship and academic freedom.
GOALS AND OBJECTIVES
1. Develop critical thinking and problem solving skills.
a. Students will be able to obtain in depth knowledge of issues in the major.
b. Students will be able to apply knowledge of research to evaluate topics in the major.
c. Students will be able to accurately analyze their own analysis skills, respond
appropriately to constructive criticisms from others, and develop strategies for
improvement.
d. Students will be able demonstrate critical decision making skills and an open mindedness
to alternative solutions through the use of case inquiry and problem solving.
2. Enhance written and oral communication skills and information literacy.
a. Students will be able to design and execute research under the direction of the faculty.
b. Students will be able to explain and evaluate research.
c. Students will be able to formulate written, computer and oral presentations.
d. Students will be able to use research skills to obtain information from appropriate
Internet sources.
3. Provide the theoretical and applied expertise to select, use and analyze the methodologies
available to synthesize and evaluate data.
a. Students will be able to collect and interpret background information relevant to the
assessment process from available sources.
b. Students will be able to select, administer and /or adopt standardized measures.
c. Students will be able to compare work with the highest known standards in the field.
d. Graduates will be able to formulate and execute programs based upon their research and
the new research being published in the field.
e. Graduates will be able to monitor program changes to allow for continuing quality
improvement.
4. Provide the concepts and model the behaviors indicative of ethical practice within the profession.
a. Students will be able to understand and apply ethical principles.
b. Students will be able to defend the ethical standards, values and attitudes of the health
care professional.
WHO SHOULD APPLY
High School graduates
•
Transfer students from other colleges and universities interested in a career in the allied
•
health fields
Prospective students wishing to pursue a two-year degree and/or meet prerequisite
•
requirements for admission to one of the School of Health Sciences’ professional upperdivision programs
ADMISSION REQUIREMENTS
(Also see pp. 17-19 for general admissions policies and procedures.)
135
Initial selection of candidates is done through individual interviews conducted by the Director of
Undergraduate Studies or his designee. Students are evaluated in terms of their prior academic records,
their extra-curricular activities, and personal traits that affect the likelihood for success in given
professional paths. Candidates should bring to the interview copies of transcripts of all prior education.
Following the interview, prospective students will be asked to submit the following:
• A completed application for admission
• Official transcripts of all high school and prior college-level work, sent directly to Touro College
School of Health Science Admissions Office at 1700 Union Boulevard, Bay Shore, NY 11706, by
the issuing school. Transcripts issued to students are not official unless they are issued in a sealed
envelope. All foreign documents must be accompanied by an official English translation and a
course–by–course evaluation by a Touro-approved service. A list of approved services may be
obtained from the Registrar’s office.
• For applicants from high school, Scholastic Aptitude Test (SAT) and/or American College
Testing Program (ACT) score reports. An SAT score of at least 1000 is recommended to be
considered for admission. Touro College’s SAT score report number is 2902; for the ACT, it is
2961.
• Applicants whose native language is not English or who did not attend high school or college in the
U.S. or other English-speaking country must take the Test of English as a Foreign Language
(TOEFL) Examination and achieve a score of at least 550 (paper format) or 220 (computer format).
• Transfer credits are awarded for appropriate college-level course work completed at another
accredited institution with grade of “C” or better. Science courses being transferred must be
designed for science majors and must have a laboratory component. Science courses completed
over 10 years prior to application for admission to Touro College will be reviewed to determine if
refresher courses are needed. Appropriate transfer credit is awarded for Advanced Placement
courses taken in high school with a score of 4 or 5.
• Two letters of recommendation
• A personal essay (150 to 200 words in length and signed by the candidate) describing his/her
goals, aspirations, and reasons for entering the chosen field of study.
• All entering students who have not already taken college-level English or Mathematics courses
will be given placement exams. Depending on the outcome of these placement tests, a student
may have to take non-credit English or Mathematics remedial courses.
GUARANTEED ADMISSION
A student admitted from high school who meets specified criteria may be granted guaranteed admission
to a professional program in Occupational Therapy, Physician Assistant Studies, Physical Therapy, or
Forensic Science at the time of admission as a freshman. The requirements are as follows:
1. A minimum cumulative high school average of 85%
2. A minimum SAT combined score of more than 1000 (this may be waived at the discretion of the
Director or his designee in consultation with the Director of the professional program concerned)
3. Two letters of recommendation, one from a professional in an appropriate field, the other from an
academic instructor
4. An interview, if requested by the professional program
Transfer students who have the equivalent of two full-time semesters (24 credits) remaining to complete
their pre-professional requirements will also be considered for Guaranteed Admission to the professional
programs. Such students should have records demonstrating high academic achievement.
Students who are granted Guaranteed Admission continue into the professional phase of their respective
programs without interruption provided that they:
1. attend meetings with faculty advisors to guide academic and fieldwork preparation
136
2. meet respective volunteer hour requirements during the undergraduate studies phase
3. maintain a cumulative GPA of 3.0 during the undergraduate studies phase, and a GPA of 3.0 in all
science courses. Students who do not meet these requirements may apply to upper-division
programs as initial applicants (consult program requirements).
4. complete all professional program prerequisites
5. adhere to all School of Health Sciences policies and procedures
PREFERRED ADMISSION
For the student who completes the full two years of study in the pre-professional phase of his/her studies and
has not qualified for Guaranteed Admission, an evaluation of his/her academic record will be made at the
conclusion of the two years. If, at that time, the student has met the minimum standards of the chosen
professional program, and is competitive with others in the applicant pool, he/she will be given preferred
admission as a Touro College student over applicants from other institutions.
TUITION, FEES AND EXPENSES
Tuition and fees for the 2006-2007 academic year are as follows for students entering Undergraduate
Studies:
Full-time tuition per semester (12 or more credits)
Per credit tuition (if fewer than 12 credits)
Application fee (non-refundable)
Tuition deposit (non-refundable, applied to tuition)
Administrative fee per semester
Student activity fee per annum
Laboratory fee per semester
Late registration fee
$5500
460
50
500
100
40
100
50
Tuition and fees are subject to change annually. The Touro College Board of Trustees reserves the right
to change the fee schedule without prior written notice.
ACADEMIC CALENDAR
Semester
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Spring 2008
Summer 2008
Fall 2008
Start
Aug. 28, 2006
Jan. 22, 2007
June 18, 2007
Aug. 27, 2007
Jan. 22, 2008
June 23, 2008
Sept. 2, 2008
End
Dec. 22, 2006
May 17, 2007
Aug. 17, 2007
Dec. 21, 2007
May 16, 2008
Aug. 22, 2008
Dec. 18, 2008
Finals End
Dec. 22, 2006
May 17, 2007
Aug. 17, 2007
Dec. 21, 2007
May 16, 2008
Aug. 22, 2008
Dec. 18, 2008
SEQUENCE OF COURSES
Recommended Sequence of Courses for Progression to Upper-Division Programs in the School of
Health Sciences.
Students should consult with the upper-division program of their choice for specific requirements.
Recommended First-Year Sequence of Courses For All Programs
137
Semester I
LLE 101 English Composition I
MAT 111 College Math
OR
MAT 120 Pre-Calculus
BIO 101 Principles of Biology I, with Laboratory
HIS 141 Emergence of The United States I
PSY 101 Introduction to Psychology
TOTAL
Semester II
LLE 102 English Composition II
BIO 102 Principles of Biology II, with Laboratory
CPC 101 Principles of Inorganic Chemistry I, with Laboratory
HIS 142 Emergence of the United States II
SAS 103 Introduction to Sociology
TOTAL
Recommended Second-Year Sequence of Courses For
Physician Assistant Studies (PA) Program
Semester III
BIO 222 Anatomy & Physiology I, with Laboratory
CPC 102 Principles of Inorganic Chemistry II, with Laboratory
LLE 371 American Literature Before 1900
OR
GHS 203 Immigrant Experience in America
(Various) Humanities Elective
TOTAL
Semester IV
BIO 223 Anatomy & Physiology II with Laboratory
BIO/CPC Biology or Chemistry elective
COC 101 Fundamentals of Speech
HIA 200 Medical Terminology
TOTAL
Recommended Second-Year Sequence of Courses For
Occupational Therapy (OT) Program
Semester III
PSY 201 Developmental Psychology
GHS 203 Immigrant Experience in America
LLE 371 American Literature Before 1900
GSC 140 Statistics: Theory and Application
CPP 101 General Physics I, with Laboratory
TOTAL
Semester IV
HIA 200 Medical Terminology
LLE 372 The Modern American Novel
HIS 262 The Holocaust in History
PSY 335 Abnormal Psychology
COC 101 Fundamentals of Speech
TOTAL
Credits
3
3
3
4
3
3
16
3
4
4
3
3
17
4
4
3
3
3
14
4
4
3
3
14
3
3
3
3
4
16
3
3
3
3
3
15
138
Recommended Second-Year Sequence of Courses For
Physical Therapy (PT) Program
Semester III
BIO 222 Anatomy and Physiology I, with Laboratory
CPC 102 Inorganic Chemistry II, with Laboratory
MAT 120 Pre-Calculus
PSY 201 Developmental Psychology
GHS 203 Immigrant Experience in America
TOTAL
Semester IV
BIO 223 Anatomy and Physiology II, with Laboratory
GPS 345 Health Psychology
LLE 372 The Modern American Novel
PSY 335 Abnormal Psychology
COC 101 Fundamentals of Speech
TOTAL
4
4
3
3
3
17
4
3
3
3
3
16
Recommended Third-Year Sequence of Courses For
Physical Therapy (PT) Program
Semesters V and VI
Course selection will vary individually depending on concentration/major selected, but will include the
following, with a total of at least twelve (12) credits per semester:
CPP 101 General Physics I, with Laboratory
4
CPP 102 General Physics II, with Laboratory
4
GHS 140 Statistics: Theory and Application
4
SEQUENCE OF COURSES
Recommended First-Year Sequence of Courses for
Bachelor of Science in Healthcare Administration
Semester I
LLE 101 English Composition I
MAT 111 College Math
OR
MAT 120 Pre-Calculus
BIO 101 Principles of Biology I, with Laboratory
HIS 141 Emergence of The United States I
PSY 101 Introduction to Psychology
TOTAL
Semester II
LLE 102 English Composition II
BIO 102 Principles of Biology II, with Laboratory
PSY 201 Developmental Psychology
HIS 142 Emergence of the United States II
SAS 103 Introduction to Sociology
TOTAL
Credits
3
3
3
4
3
3
16
3
4
3
3
3
16
Recommended Second-Year Sequence of Courses for
Bachelor of Science in Healthcare Administration
Semester III
139
BIO 222 Anatomy & Physiology I with Laboratory
LLE 371 American Literature Before 1900
GHS 203 Immigrant Experience
PSY 335 Abnormal Psychology
GSC 140 Statistics: Theory and Application
TOTAL
Semester IV
GHS 262 The Holocaust in History
COC 101 Fundamentals of Speech
HIA 200 Medical Terminology
GPS 320 Drugs and Behavior
OR
GPS 345 Health Psychology
TOTAL
Recommended Third-Year Sequence of Courses for
Bachelor of Science in Healthcare Administration
Semester V
HCA 301 Health Care Administration: Structure and Organization
HCA 302 Human Resources I
HCA 304 Patient Services I
HCA 306 Financial Administration I
GBM 100 Introduction to American Business
TOTAL
Semester VI
4
3
3
3
3
16
3
3
3
3
3
12
4
3
3
3
3
16
HCA 303 Human Resources II
3
HCA 305 Patient Services II
HCA 307 Financial Administration II
HCA 308 Data Processing I
HCA 314 Legal Aspects of Health Care Administration
TOTAL
3
3
3
4
16
Recommended Fourth-Year Sequence of Courses for
Bachelor of Science in Healthcare Administration
Semester VII
HCA 309 Data Processing II
HCA 310 Staffing of Personnel and Scheduling
HCA 312 Governmental Regulations
HCA 320 Medicare and Medicaid
HCA 322 Case Management and Insurance
TOTAL
Semester VIII
HCA 325 Individual Project
HCA 335 Field Internship
GHU 326 Case Management in Human Services
GPS 225 Psychology of Aging
TOTAL
TOTAL CREDITS IN PROGRAM = 124
3
3
3
3
3
15
4
7
3
3
17
SEQUENCE OF COURSES
Recommended First-Year Sequence of Courses for
140
Bachelor of Science in Forensic Science
Semester I
LLE 101English Composition I
MAT 111 College Math
BIO 101 Principles of Biology I, with Lab
MCO 140 Introduction to Computers
PSY 101Introduction to Psychology
TOTAL
Semester II
LLE 102 English Composition II
BIO 102 Principles of Biology II, with Lab
CPC 101 Principles of Inorganic Chemistry I, with Lab
PSY 201 Developmental Psychology
MAT 120 Pre-Calculus
TOTAL
Recommended Second-Year Sequence of Courses for
Bachelor of Science in Forensic Science
Semester III
CPC 102 Principles of Inorganic Chemistry II, with Lab
MAT 121 Calculus
GSC 140 Statistics: Theory and Application
PSY 335 Abnormal Psychology
BIO 222 Anatomy and Physiology I, with Lab
TOTAL
Semester IV
FS 203 American Jurisprudence
CPC 201 Organic Chemistry I, with Lab
BIO 311 Human Genetics, with Lab
BIO 223 Anatomy and Physiology II, with Lab
COC 101 Fundamentals of Speech
TOTAL
Recommended Third-Year Sequence of Courses for
Bachelor of Science in Forensic Science
Semester V
CPP 101 General Physics I, with Lab
FS 205 Advanced Forensic Computer Science
FS 348 Research Methods & Investigative Writing
CPC 203 Biological Chemistry
CPC 202 Organic Chemistry II, with Lab
TOTAL
Semester VI
CPP 102 General Physics II, with Lab
FS 202 Forensic Firearms
FS 435 Pharmacology
FS 304 Crime Scene Reconstruction
FS 301 Criminalistics I, with Lab
TOTAL
Credits
3
3
4
3
3
16
3
4
4
3
3
17
4
3
3
3
4
17
3
4
4
4
3
18
4
4
3
3
4
18
4
3
3
3
4
17
Recommended Fourth-Year Sequence of Courses for
141
Bachelor of Science in Forensic Science
Semester VII
FS 302 Criminalistics II, with Lab
FS 437 Forensic Toxicology, with Lab
FS 441 Physical Chemistry and Separation
FS 101 Instrumental Analysis I, with Lab
TOTAL
Semester VIII
FS 102 Instrumental Analysis II, with Lab
FS 005 Internship
FS 303 Scientific Arson Investigation, with Lab
FS 004 Elective
TOTAL
4
4
3
4
15
4
3
4
3
14
TOTAL CREDITS IN PROGRAM = 132
REQUIREMENTS FOR GRADUATION
(Also see pp. 30-31)
Candidates for the Bachelor of Science degree in Healthcare Administration must complete the four-year
course of study with a total of 124 credits (at least 60 credits in Liberal Arts and Sciences) and a
minimum cumulative GPA of 2.0. The major in Healthcare Administration, consisting of at least 55
credits, must be completed with a minimum GPA of 2.3.
Candidates for the Bachelor of Science degree in Forensic Science must complete the four-year course of
study with a total of 132 credits (at least 60 credits in Liberal Arts and Sciences) and a minimum
cumulative GPA of 2.0. The major in Forensic Science, consisting of 52 credits, must be completed with
a minimum GPA of 2.3.
Candidates continuing in upper-division programs in the School of Health Sciences should consult the
individual program sections of this Bulletin for graduation requirements.
142
COURSE DESCRIPTIONS
NEUROPSYCHOLOGY
IBMB 200 Introduction to Research Methods and Methodology
Laboratory-based graduate level introduction to descriptive and inferential statistics and their roles in
psychological research and clinical practice. Topics include correlation, regression, t-test, Chi square,
ANOVA, non-parametric methods, sample size estimation, and probability. The course also includes
topics in experimental design and correlational analysis, including multiple correlation, multiple
regression, curvilinear relationships, missing data, interactions, ANCOVA and its generalization, logistic
regression, selected complex factorial designs, multiple comparisons, and meta analyses; causal models,
construction estimation, and testing of causal models for correlational data. 3 credits
IBMB 201 Qualitative Analysis
Develops understanding and skills required of field researchers. Participant observation, interviewing,
entering the field, establishing trust and rapport, collecting data, content analysis. Purposes and
assumptions underlying a variety of qualitative paradigms are examined. Emphasis placed on emergent,
complex data analyses. 3 credits
IBMB 220 Regression and Multivariate Analysis
Scientific concepts, matrix theory, and computer techniques of multivariate analyses for psychological
research. Topics include cluster and factor analysis, multiple regression, and discriminant functions.
Emphasizes research and clinical technology rather than mathematical theory. Prerequisite: IBMB 200.
3 credits
IBMB 300 History and Systems in Psychology
Brief survey of chronological development of psychology, emphasizing theories. Provides opportunity
for intensive examination of a few selected topics. 1 credit
IBMB 310 Psycholingusitics
Studies processes of perceiving speech and interpreting it as meaningful and of expressing
intentions to communicate as utterances. Emphasizes roles of the brain and of perceptual and
motor systems. Writing, gestural and animal communicative systems are also treated. 3 credits
IBMB 311 Language Acquisition
Development of syntactic, semantic, and phonological structure in children's language; views on the
nature of the acquisition process, developmental changes in comprehension and use of language,
dialects; systems for comparative study of mature language. 3 credits
IBMB 320 Principles of Learning
Examines major theories of learning with relevance to instrumental and Pavlovian conditioning,
motivation and affect. Relevant research on traditional and contemporary issues in learning are explored.
Human learning emphasized. 3 credits
IBMB 330 Sensation and Perception
Experimental foundations and theoretical approaches to problems of sensing, perceiving, and
interpreting sensory information. Receptor functions and physiology, discrimination, adaptation,
attention, perceptual learning, and psychophysical methods or research and assessment. 3 credits
IBMB 345 Theories of Personality
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Current theories and research are reviewed from several perspectives including psychoanalytic,
humanistic, trait, social learning and cognitive. Topics include personality development and
consistency, personality change, biological determinants, brain pathology and personality, sex
differences, the self and self-esteem, and personality as a social inference. 3 credits
IBMB 346 Psychology of Social Behavior
Current theory and research in social behavior and social issues. Topics include social cognition,
attribution, affiliation, and social comparison, aggression, equity and social exchange, attitudes, and
attitude change, conformity, and group dynamics. 3 credits
IBMB 350 Child Development
Major issues in child development examined in the light of current research and theoretical formulations.
Cognitive development, social development, origins of temperament, the role of early experience,
language acquisition, concept formation, the origin of play, moral development, and intelligence testing
from several different theoretical points of view including learning theory, Piagetian systems, and
psychoanalysis. 3 credits
IBMB 360 Cognitive Psychology
Lecture portion introduces the study of cognitive processes of human beings including memory,
conceptual behavior, thinking, imagery, pathology of language and thought, attention and recognition.
Co-requisite: IBMB 361. 3 credits
IBMB 361 Cognitive Psychology Simulation Laboratory
Surveys major simulation programs in perception, learning, memory, problem solving, and discovery.
Students must complete a simulation project as part of the course requirement. 1 credit
IBMB 400 Physiological Basis of Adult Abnormal Behavior
Examines recent developments in the attempt to relate basic biological processes to behavioral disorders
and/or mental illness. Discusses animal models of abnormal behavior, their usefulness in making
discoveries, and their relevance to human disorders. Topics include physiological influences on anxiety,
particularly the role of hormones, biochemical factors in depression, and relationship of stress to these
changes, biochemical theories of schizophrenia, genetics and abnormal behavior, and psychosomatic
disorders. 3 credits
IBMB 401 Foundations of Psychopathology
Major contemporary viewpoints concerning the nature and etiology of prevalent forms of
psychopathology. Emphasizes primary source and case material in the context of the DSM-IV. 3 credits
IBMB 402 Child Descriptive and Experimental Psychopathology
Current views of the classical infantile neurosis. The infantile neurosis as the background for
understanding the maturational, developmental, neurotic, and characterological disturbances and
symptoms of early childhood and adolescence from the points of view of the Developmental Profile, the
GAP, Winnicott, et al. Examines neurotic, psychotic, antisocial behavior, learning disabilities, child
abuse, and mental retardation. 3 credits
IBMB 410 Introduction to Clinical Neuropsychology
Introduction to human brain-behavior relationships, with emphasis on the organization of higher mental
functions and the roles of the major cerebral areas. Topics include neural basis and common disorders
of language, perception, movement, memory, and behavior control; aging and dementia; closed head
injury, neurodegenerative conditions, developmental disabilities, hemispheric asymmetries and
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introduction to clinical evaluation procedures. Prerequisites: IBMB 500; IBMN 515. 3 credits
IBMB 415 Brain Mechanisms in Language Deficit
Nature of language after head injury, stroke. Assessment of language deficits after brain damage, and
strategies for remediation. 3 credits
IBMB 416 Memory and Attention
The main theoretical positions and concepts in clinically applied cognitive psychology. Recent findings
related to these positions and key results on recognition, recall and attentional systems are reviewed.
Assessment and rehabilitation strategies are intensively discussed and practiced. 3 credits
IBMB 420 Health Psychology and Medicine
Explores the contributions of Psychology and Neuropsychology to the prevention, diagnosis, and
treatment of injury, dysfunction, and disease to post-treatment rehabilitation. Practical applications in the
design of health promotion and accident prevention programs. 3 credits
IBMB 425 Addictive Behaviors and the Dual Diagnosis Patient
Theoretical foundations and clinical applications in the treatment of addictive behaviors. Topics include
drugs of addiction; eating disorders, interpersonal addiction, gambling, etc.; theories of addiction; relation
between addictive behaviors and both post-head trauma and dual diagnosis patients; behavioral and
psychotherapeutic approaches to treatment. 3 credits
IBMB 500 Physiological Psychology I
Intensive survey of the morphological, neurochemical, and physiological aspects of behavior. 3 credits
IBMB 503 Psychometric Test Theory
Theory and practice of measurement, classical test theory (reliability and validity), item response theory,
latent trait methods including factor analysis and logistic latent trait models; scaling models in relation to
abilities, psychophysics, and psychometrics. Computer experience with methods is provided. 3 credits
IBMB 506 Neuropsychological Assessment
This course presents best practice approaches to the assessment of intelligence, cognitive function and
dysfunction. The course will discuss methods used in neuropsychological assessment focusing
specifically on the examination of cognitive and executive dimensions. Students will learn how to
interpret test findings from psychometric instruments and will develop proficiencies in the administration
of those measures. Report writing will be emphasized focusing on the best ways of integrating test data
from multiple sources with behavioral observations and historical information. Prerequisites: IBMB 200,
IBMB 500, IBMB 503, IBMB 520, IBMB 410, IBMB 415. 3 credits
IBMB 508 Assessment in Infancy and Early Childhood
Survey of techniques used in diagnostic testing of infants and pre-school children. Emphasis on Gessell,
Cattell, and Bayley Infant Scales, Stanford-Binet, WPPSI, and other tests for pre-school children.
Prerequisite: IBMB 500. 3 credits
IBMB 510 Physiological Psychology II
Broad survey of biological basis of learning, motivation, emotion, sensory processes and perception,
movement, and comparative animal behavior, sexual and reproductive behavior activity, instinctual
behavior, neurobiology of language and thought, and neurophysiology and neuroanatomy in relation to
behavior. 3 credits
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IBMB 511 Behavioral Assessment
While mental status examination provides cursory information about a patient’s emotional and behavioral
functioning, there are a range of tests and measures, which offer refinements to a clinician’s
understanding. This course provides an overview of psychological assessment through the use of
objective tests. Measures covered will include those designed to assess child and adolescent behavior,
adaptive behaviors and self-help skills, personality and adult psychopathology, and others targeting
medical patients. Learning to integrate information derived from these instruments into comprehensive
neuropsychological examinations will be discussed. Prerequisites: IBMB 200, IBMB 500, IBMB 503,
IBMB 520, IBMB 410, IBMB 415. 3 credits
IBMB 515 Human Motor Control, Development and Rehabilitation
The course bridges the gap between research in the theories of motor control and clinical practice. As
such, this course is directed toward physical and occupational therapy as well as Kinesiology and exercise
science applications. The student will learn the current theories of motor control as applied to posture
control, mobility, reach, grasp and manipulation. Students will conduct a number of experiments during
class to demonstrate key points. 3 credits
IBMB 520 Job Analysis & Performance Measurement
Considers both the theoretical and practical issues concerning performance analysis ergonomic principles
and criterion development, as well as alternative approaches to evaluation providing information to meet
objectives of the reintegration of the neurologically impaired and mentally ill into the workplace.
Includes performance appraisal, skill training and development, compensation, supervision, goal setting,
reinforcement, and motive acquisition training. 3 credits
IBMB 530 Behavioral Neuropharmacology
Considers chemical transmission in detail. Topics include endocrinology as well as the mechanisms of
action of psychoactive drugs, cellular neurochemistry. Explains how psychologists use drugs to study
learning, attention, motivation, and abnormal behavior. Prerequisite: IBMB500. 3 credits
IBMB 535 Hormones and Behavior
Represents application of endocrinology concepts and techniques to problems of motivation and behavior.
Prerequisite: IBMB 500. 3 credits
IBMB 540 Behavioral Genetics
Inheritance of behavioral characteristics. 3 credits
IBMB 550 Gerontology: A Multidisciplinary Perspective
Covers biological, psychological and social issues in gerontology. Topics include brain-state changes
with age, learning/memory changes with age and social impact of increasingly older population. 3
credits
IBMB 560 Principles of Developmental Neuropsychology
Presents principles useful in understanding biobehavioral development together with critical analysis
of theories and research methodologies. Perspective is comparative, focusing on both human and animal
research and on diverse cultures and ecologies. Prerequisite: IBMB 500. 3 credits
IBMB 615 Counseling Psychology
Review of basic counseling theory and techniques. Covers processes underlying individual and group
counseling, identification and evaluation of behavioral outcomes, case management, and counseling
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ethics. Specialized approaches to the counseling needs of the brain-injured, developmentally disabled,
and mentally ill and their families. 3 credits.
IBMB 616 Introduction to Family Therapy
Review of the major approaches to family treatment. Covers patterns of family communication and
interactions; family conflict and mechanisms of conflict resolution; effects of psychotherapeutic
interventions on family functioning; theories and definitions of family psychopathology. 3 credits
IBMB 617 Group Therapy
Nature of groups, group functioning, and the effectiveness of group interventions. 3 credits
IBMB 618 Psychological Therapies I
Techniques of psychological treatment, theory and practice of psychological treatment. The course
surveys cognitive and cognitive/behavioral psychotherapies, Beck, Ellis, self-instructional training,
cognitive interpersonal problem-solving therapy, and multi-modal therapy, among others. 3 credits
IBMB 619 Psychological Therapies II
Practicum in hypnosis, biofeedback, and behavioral methods in pain management. Practical training
experiences in use of hypnosis, biofeedback, and other instrumentation techniques in behavioral
approaches to alleviating pain, and modifying physiological function. 3 credits
IBMB 620 Psychological Therapies III
A continuation of IBMB 618. A practicum in the techniques, theory, and practice of psychological
treatment. Review of the major approaches to family treatment. Covers patterns of family
communication and interactions; family conflict and mechanisms of conflict resolution; effects of
psychotherapeutic interventions on family functioning; theories and definitions of family
psychopathology. Nature of groups, group functioning, and the effectiveness of group interventions.
Prerequisite: IBMB 618. 3 credits
IBMB 635 Practicum in Behavior Change
Practical training experiences in use of behavior therapy in rehabilitation. 3 credits
IBMB 650 Vocational Rehabilitation Neuropsychology
Issues in community reentry after brain damage. Survey of theory, research, and techniques in
maximizing community reentry of post-brain damaged and mentally disordered individuals. Examines
methods of establishing and organizing long-term and transitional care facilities, evaluation of
performance, behavior management, training and development, attitude change and motivation,
leadership development, group dynamics, and job design. Practicum in the development and adaptation of
therapeutic activities. Analysis of work, self-care, and leisure. Clinical reasoning developed to select and
modify activities for a wide range of neurologically impaired and other patients. Activity protocols are
developed, tested and critiqued. 3 credits
IBMB 670 Professional Ethics in Clinical Psychology
Study of professional standards and ethical principles as they relate to the professional psychologist's
practice and research in the hospital, private practice, classroom, and in research. 2 credits
IBMB 680 Forensic Psychology
Surveys major research and expertise with applications to the legal system, including criminal law and
procedure, determinants of criminal behavior, police behavior, plea-bargaining, jury selection and
decision making, eyewitness testimony, criminal insanity, sentencing behavior, judicial system's
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utilization of social science in criminal and civil cases, the psychologist as an expert witness. 3
credits
IBMB 700-701 Independent Study in Biobehavioral Science
The topic is agreed upon between the student and a Rehabilitation Neuropsychology faculty member with
departmental approval. 1 credit each
IBMB 705-709 Research Advisement
All students must register, beginning in the first semester, for research advisement as part of the
requirements for the degree. 1 credit each semester
IBMB 710-713 Dissertation Advisement
All students must register each semester of their second year in the program as part of the requirements
for the degree. 2 credits each semester
IBMB 751-753 Externship in Clinical Neuropsychology
Supervised on and off campus practicum and seminars in psychodiagnostic testing, therapy experience,
and rehabilitation of the neurologically impaired in a local clinic, hospital, or agency affiliated with the
clinical program. 2 credits each semester
IBMC 500 Computer Models of Nervous System Function
Covers continuum neurophysics, artificial neural networks, linear and non-linear models, bifurcation and
chaos theory as vehicles for simulating nervous system function and dysfunction. 3 credits
IBMN 515 Human Functional Neuroanatomy
The structure of the human central nervous system presented with emphasis on the functional significance
of its organization. 3 credits
IBMN 517 Clinical Systems Neuroscience
Provides basic science background for understanding the mechanism of behavioral disturbances resulting
from brain damage.
Special emphasis on pathological neuroanatomy, neurophysiology, and
neuropharmacology, which is essential for understanding problems related to health and disease.
Prerequisite: IBMB 500. 3 credits
IBMN 525 Clinical Neurology
Survey of clinical syndromes and disorders in Neurology. Prerequisites: IBMN 515, IBMB 400, IBMB
410, IBMB 500, IBMB 530. 3 credits
IBMN 540 Muscle, Nerve, and Work
Skeletal muscle force is modified and affected by fatigue, velocity of contraction, metabolism, and
function within the nervous system. Force-velocity relationships are examined from a morphological
basis involving fiber type, motor unit recruitment, fatigue, and power output to examine for systems
deficit and recovery. Prerequisite: IBMN 500. 3 credits
NURSING
LIBERAL ARTS AND SCIENCE Courses for Nursing Students
Course descriptions may be found in the bulletins of the Lander Colleges and the New York School of
Career and Applied Studies (NYSCAS), in print or online at www.touro.edu.
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HS 201 Independent Study – Community Service
This one-credit course is a requirement of the School of Health Sciences. Each student is expected to
complete an independent study that involves community service to individuals afflicted with physical,
mental or socioeconomic problems, and their families and friends. Upon completion of the community
service, the student prepares a paper related to the experience. The specifics of the experience are
negotiated on an individual basis between the student and the Nursing faculty advisor. Students may
complete this requirement at any time after the first semester. 1 credit
NUR 110 Fundamentals of Nursing
This course introduces students to their roles as Registered Professional Nurses in the assessment, planning,
intervention, and evaluation of care to a selected population (the elderly). Students begin the semester in
the Nursing Skills Laboratory where they practice and master basic skills; they move on to applying these
skills utilizing the Nursing Process within the framework of Orem’s self-care theory with patients in the
traditional setting of the skilled nursing facility. The skills include but are not limited to therapeutic
communication; infection control/bloodborne pathogens, fire safety, patient and institutional confidentiality;
basic life support (cardiopulmonary resuscitation); basic patient care and status including patient hygiene
and nutrition; review of medications and other practitioner orders; discussion of legal, ethical, regulatory,
cultural, and financial issues that affect professional nursing practice; medication administration; and the
organization of patient care. Students take this course concurrently with NUR 130: Pharmacology in
Nursing. Prerequisites: BIO 246, PSY 101, LLE 101, BIO 117. 5 credits
NUR 120 Medical-Surgical Nursing I
This course provides the basis for application of critical thinking skills in utilizing the Nursing Process and
Orem’s self-care theory in organizing Nursing care of hospitalized adult patients with common acute
pathologies. Students are required to utilize basic communication skills with patients from various cultural
backgrounds; to explore values, attributes, and behaviors of their patients and themselves as they interact
and provide care; to exhibit professional behaviors as regards patients, classmates, staff, visitors, and other
members of the Touro community; and to recognize and adhere to legal, regulatory, ethical, and financial
requirements of the health care system, of the State, and of the institution. Prerequisites: NUR 110, BIO
117, BIO 246. 8 credits
NUR 130 Pharmacology in Nursing
This course builds upon the foundation acquired in the Anatomy and Physiology, Nutrition, and co-requisite
courses in Medical-Surgical Nursing and the second semester of Anatomy and Physiology. Topics
addressed comprise major drug classifications, indications, uses, contraindications, cautions, side and
adverse effects, toxicities, and allergies. Instruction in dosage calculation and intravenous flow rates is
included. Prerequisites: BIO 117, BIO 246. 3 credits
NUR 205 Forensic Nursing
This course teaches senior nursing students how to provide holistic care to individuals and communities
using the tools and principles of forensic nursing. Emphasis is placed on the forensic nurse’s use of
effective communication, assessment skills, the forensic interview, and forensic documentation as tools
for identifying and providing care to vulnerable populations and survivors and perpetrators of
interpersonal violence. Topics for discussion include legal-ethical concepts, interpersonal violence,
correctional nursing, and the process of death investigation. 3 credits
NUR 210 Maternal-Child Nursing
This course builds upon the foundation acquired in NUR 110, NUR 120, and NUR 130. It uses the Nursing
Process, Orem’s self-care theory and a developmental approach to build upon principles of man, health, and
environment as they affect nursing care of women, infants, and children. Emphasis is placed on health
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teaching and providing care to obstetrical, newborn, and pediatric patients with complex problems from the
prenatal period through adolescence. Prerequisites: NUR 110, NUR 120, NUR 130. 5 credits
NUR 230 Mental Health Nursing
This course focuses on the study and application of modern concepts of effective communication and
psychiatric and mental health care. Students utilize the Nursing Process and Orem’s self-care theory as they
organize and provide care to individuals and groups of patients/clients with a variety of psychiatric
pathologies in community and inpatient settings. Prerequisites: NUR 110, NUR 120, NUR 130. 5 credits
NUR 240 Medical-Surgical Nursing IIA
This course builds upon the foundation acquired in NUR 110, NUR 120, and NUR 130. Students apply
previously learned concepts and skills to the care and outcome evaluation of adult patients and groups of
patients with chronic health problems in the hospital and in the community utilizing the Nursing Process
and Orem’s self-care theory. Prerequisites: NUR 110, NUR 120, NUR 130. 4 credits
NUR 241 Medical-Surgical Nursing IIB
Students continue to apply previously learned concepts and skills to the care and outcome evaluation of
adult patients and groups of patients with chronic health problems in the hospital and in the community
utilizing the Nursing Process and Orem’s self-care theory. This course also provides a forum for discussion
of students’ observations regarding treatment of common chronic health problems. Prerequisites: NUR
110, NUR 120, NUR 130, NUR 210. 4 credits
NUR 250 Management in Nursing
Management is the accomplishment of institutional goals through other people. This course provides an
opportunity for students to study and apply managerial theory and skills in the clinical setting. The intent
of this course is to assist the student in making the role transition from provider of care to manager of the
Nursing staff who provide care. Prerequisites: NUR 110, NUR 120, NUR 130, NUR 240. 1 credit
NUR 260 Trends in Nursing
Current issues and trends that impact the practice of Nursing in the 21st century are addressed as well as
the influence of the holistic model of health care. Nursing practice related to complementary healing
techniques, the common elements of spirituality, and evidence-based practice in the art and science of
healing act as catalysts for class discussion and debate. Economic and political influences, the health care
environment, and various aspects of nursing practice are discussed. Prerequisites: NUR 110, NUR 120,
NUR 130. 2 credits
OCCUPATIONAL THERAPY DEPARTMENT
LIBERAL ARTS AND SCIENCE Courses for Occupational Therapy Students
Course descriptions may be found in the bulletins of the Lander Colleges and the New York School of
Career and Applied Studies (NYSCAS), in print or online at www.touro.edu.
HS 201, 202, 203 Independent Study-Community Service
Each student is required to complete an independent study that involves community service to individuals
afflicted with physical or mental health problems, their families and friends. Upon completion of the
community service, the student prepares a paper, presentation, or project related to this experience. The two
major objectives of this course are (1) to increase the student’s appreciation of the difficulties experienced
by the patient, his family and friends, when illness and disability occur, and (2) to sensitize the student to the
personal satisfaction gained by community service and the potential benefits of integrating community
service with a lifelong career as a health-care practitioner. HS 202 and 203 may be taken as additional
electives, upon approval of the student’s adviser, in the same or subsequent semesters. Students may
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complete this requirement at any time between acceptance to the program and graduation. The specifics of
the experience and project undertaken are negotiated on an individual basis between the student and the
department faculty member advising the student for the project. 1 credit each
HS 301 Physiology (formerly HS 101)
Provides an understanding of the physiological mechanisms by which the human body functions in health
and in disease. Particular emphasis is given to the neuromuscular, cardiovascular, and respiratory
systems. The student is expected to develop an approach to patient data that is based on the mechanisms
of physiological function. 5 credits
HS 304 Human Gross Anatomy (formerly HS 104)
This course is specifically designed for the occupational therapy curriculum as an introduction to the
structure and function of the human body. It is a prerequisite for most other OT courses. The entire human
body is discussed in lecture and dissected in the laboratory. The musculoskeletal system is studied in
detail. The course also entails human cadaver dissection. 7 credits
HS 305 Human Gross Anatomy (formerly HS 105)
This course is specifically designed for the occupational therapy curriculum as an introduction to the
structure and function of the human body. It is a prerequisite for most other OT courses. The entire human
body is discussed in lecture and dissected in the laboratory. The musculoskeletal system is studied in
detail. Multimedia computer simulations, anatomical models, and other types of audiovisual materials
complement course material. 7 credits
HS 352 Kinesiology (formerly HS 150)
Kinesiology is the study of human motion. This lecture/laboratory course includes the study and
evaluation of joint motion and muscle function. Students learn to palpate joints, bony prominences, and
muscles, as well as to test muscle strength and range of motion. Analysis of functional movement is also
included. 4 credits
HS 390 Neuroscience (formerly HS 190)
Provides the student with integrated understanding of the organization of the nervous system, including
its structural and functional aspects. 4 credits
HS 440 Human Disease Processes I (formerly HS 240)
This is the first of two courses covering medical terminology, pathology, etiology, pharmacology,
diagnosis, and treatment of medical and developmental conditions commonly seen by occupational
therapists. Emphasis is placed on the impact of the disease on the individual’s sensorimotor, cognitive,
psychosocial, and occupational performances. Included in the sequence are general medical and surgical,
orthopedic, neurological, and cardiopulmonary conditions. Some developmental, genetic, and psychiatric
conditions are also addressed, although these areas are covered in other courses. 3 credits
HS 441 Human Disease Processes II (formerly HS 241)
This is the second of two courses covering medical terminology, pathology, etiology, diagnosis, and
treatment of medical and developmental conditions commonly seen by occupational therapists. See above
for details. 3 credits
HS 447 Health Promotion/Patient and Professional Education (formerly HS 247)
Lecture, discussion, and activities cover the concepts of health, disease, and prevention. Students learn
about the health-care worker’s role in prevention of disease. Public health and prevention principles and
models are explored. Program planning and evaluation, ethical issues, and value clarification are
included. This seminar and laboratory refines the OT student’s skills in developing effective strategies for
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communicating and teaching information and procedures to patients, staff, and others responsible for
patient care. The efficacy of various educational approaches is explored. Skills in the development and
presentation of audiovisual and personal instruction are practiced and assessed. 2 credits
HS 651 Administration/Health-Care Delivery (formerly HS 350)
Two important challenges for the occupational therapist in this century are administration and health-care
delivery. In addition to clinical skills, therapists must have specific knowledge and skills in order to
assume and obtain leadership positions. This course will provide the student with an introduction to the
basic skills needed in administration and health-care delivery, i.e., understanding of regulations and
standards, management theory, organizational structure, personnel and public relations, marketing
strategies, program and facility planning, financial management, ethics, quality assurance measures, and
communication skills, both written and verbal. 2 credits
OT 302 Level II Fieldwork and Seminar (formerly OT 100)
This is the first full-time 12-week clinical experience for students and takes place at selected psychosocial
treatment facilities. Students have the opportunity to practice their new knowledge and clinical skills
under the supervision of a registered / licensed occupational therapist. Students have completed their
psychosocial studies and the basic science courses. Students are able to assess, evaluate, goal-plan,
develop treatment plans, and document patient care efficiently and effectively by the end of this fieldwork
placement. A seminar is scheduled periodically to help students and faculty to maintain contact, to work
on areas of weakness, and to pre-empt potential problem areas (i.e. communication problems among the
student, the faculty, and the clinical placement). Students have this forum to discuss their concerns and
positive experiences. 3 credits
OT 322 Growth and Development I (formerly OT 122)
Provides students with knowledge of developmental theories and factors influencing the normal
developmental processes. Developmental norms and sequences are examined both longitudinally and
horizontally, with emphasis on motor, perceptual, cognitive, language, and psychosocial tasks. Beginning
skills in observation of normal infants and children are developed. 2 credits
OT 323 Growth and Development II (formerly OT 123)
This is a continuation of OT 322. It focuses on the theories, processes, and patterns of adolescent and
adult development. 2 credits
OT 330 Psychosocial Studies and Group Process I (formerly OT 130)
This course integrates the theory and practice of occupational therapy in the area of psychosocial
dysfunction. It introduces psychiatric setting terminology and diagnosis, and reviews psychological
theories. It provides an overview of psychosocial occupational therapy and examines the frames of
reference and techniques utilized by the occupational therapist. A group dynamics lab is included to
enable the student to utilize skills learned in this course under the guidance of the faculty, and to further
enhance the student’s professional and personal growth. 3 credits
OT 331 Psychosocial Studies and Group Process II (formerly OT 131)
This is the continuation of OT 330. It continues to integrate theory and practice in the psychosocial
setting. The students further explore the frames of reference, terminology, and diagnosis utilized, the
evaluation and treatment techniques available, pharmacological information, and current ethical and
social issues regarding mental illness. Analysis of modalities and the development of group treatment
designs are incorporated into the coursework. The group dynamics lab continues to be a part of this
course. Level I fieldwork experiences for this course include observation of and participation in the
evaluation and treatment of mentally handicapped individuals. 3 credits
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OT 335 Substance Abuse Seminar (formerly OT 135)
This seminar course focuses on the physiological, sociological, and psychological effects on the abuser
and those around him/her. Current treatment models and methods are examined, and the occupational
therapist’s role in the evaluation and treatment of the abuser is explored. 1 credit
OT 349 Undergraduate Independent Study (formerly OT 199)
This is an elective course where the student may do individual work on a topic of interest. The student
works with an instructor in a tutorial manner. The student and instructor develop a plan of activities,
assessment strategies, and criteria commensurate with the credits and topic agreed upon. This agreement
is filed in the student’s OT department records. Upon successful completion of these activities, the
student receives a grade for the course. This course may be taken pass/fail, at the request of the student or
by the department. 1-3 credits
OT 371 Introduction to Occupational Therapy (formerly OT 170)
Lectures and presentations introduce students to the essential aspects of their role as health-care
practitioners. Areas discussed include: definition of roles, patient-therapist communication, observation
skills, chart reading, and note writing. Students also begin to learn about activity analysis and the use of
media in occupational therapy through lectures and labs. 3 credits
OT 376 Foundations of Occupational Therapy (formerly OT 175)
Lectures and discussions introduce the student to basic occupational therapy theories, terminology, and
treatment modalities. Knowledge from previous and concurrent courses (i.e., anatomy, kinesiology,
neurosciences, growth and development) is integrated with OT-specific approaches to evaluation and
intervention techniques. Analysis of activities, goal setting and treatment planning, and documentation
methods are further developed through labs and assignments. 3 credits
OT 385 Service Learning in Elder Care (formerly OT 185G)
This course provides students with an opportunity to participate in an experiential learning program in
elder care coordinated with Health Promotion, Current Trends in Occupational Therapy, Human Growth
and Development and Gerontology courses. Students will provide a minimum of 25 hours of volunteer
service and will participate in monthly 1 ½ hour seminars to gain insight and understanding about issues
related to aging and the needs/concerns of elders, and the impact of institutions, economics, and social
policy on elders. This course may be utilized to meet the community service requirement, HS 201. 1
credit
OT 386 Special Topics-Undergraduate (formerly OT 198)
This course number is for use with special coursework offered by the department on a special-case or
experimental basis. Courses using this designation will be given a descriptive suffix and will have a
regularly prepared course outline filed with the OT office. 2-4 credits
OT 402 Level II Fieldwork and Seminar (formerly OT 200)
This is the second full-time, 12-week clinical experience under the supervision of a registered/licensed
occupational therapist. The focus is on physical disabilities. Students will have completed the studies
necessary to integrate theory and practice into clinical skills. The student is able to treat the “whole”
person, acknowledging the psychological impact of his/her disability, and utilizing newly acquired
clinical skills to treat the physical disability. By the end of the clinical experience, the student should be
able to assess, evaluate, plan goals, develop treatment plans, and treat and document patient care
efficiently and effectively. A seminar is scheduled periodically to maintain contact between the student
and faculty, in order to work on areas of weakness, pre-empt problem areas among the student, faculty,
and clinical site, and to allow a forum for students to discuss their concerns and/or positive experiences. 3
credits
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OT 405 Gerontology (formerly OT 205)
The aging process, with its physiological, sociological, and psychological effects, is reviewed. Theories,
issues, and techniques specific to geriatric rehabilitation, home care, day treatment programs, hospice, and
injury prevention and safety are covered. The roles of the occupational therapist in acute care,
rehabilitation, and community programs are emphasized. Students learn assessment techniques, treatment
planning strategies, and methods of utilizing community resources to maximize the function of the
elderly. 2 credits
OT 415 Pediatrics (formerly OT 215)
This required course is designed to allow students to gain basic understanding of pediatric disorders that
affect the central nervous system and musculoskeletal system maturation with resultant effects on
function. Students also learn about the impact of abnormal development on the child’s function, and the
conditions for selecting age and stage-appropriate treatment. This course incorporates discussion of the
settings for pediatric OT, including school-based and early intervention. 3 credits
OT 460 Prosthetics and Orthotics (formerly OT 260)
Information on artificial limbs, braces, and splints is presented and discussed. Lecture and lab activities
allow the occupational therapy student to design and fabricate splints using a variety of materials, and to
train patients in their use. Information on the design, biomechanical principles, fit, and function of
prostheses and orthotics is presented. Patient treatment, training, and prosthetic/orthotic care are included.
3 credits
OT 465 Rehabilitation Design (formerly OT 265)
This course centers on adapting the environment to improve the patient’s quality of life. It examines the
therapist’s ability to help the impaired individual reintegrate into society. The use of wheelchairs,
adaptive activities of daily living (ADL) equipment, resolution of architectural barriers, mobility training
and assistors, and current technologies as they apply to patient care and treatments are covered.
Environmental design, technological aids, adaptive seating, fabrication and use of technological aids are
included. 2 credits
OT 470 Occupational Therapy Theory and Practice: Pediatrics (formerly OT 270)
As in OT 375, Foundations of Occupational Therapy, this course continues to concentrate on OT theories,
frames of reference, approaches, terminology, treatment, and modalities. It integrates various models with
the knowledge base from previous and concurrent courses. It focuses on the assessment and treatment
processes of pediatric occupational therapy, treatment planning, and treatment modalities analysis.
Students also learn to develop treatment approaches based on numerous therapeutic techniques in
conjunction with adaptive equipment, orthotic management, and other strategies. Level I fieldwork is
included. 4 credits
OT 475 Occupational Therapy Theory and Practice: Physical Disabilities I (formerly OT 275)
OT Theory and Practice I includes the treatment principles and procedures necessary to effectively restore
function and/or support compensatory abilities in those that have physical impairment(s), dysfunction,
disability or handicaps. This course includes Fieldwork Level I experiences (and required seminar) and
will integrate prerequisite course knowledge to provide the occupational therapy student with the basic
skills necessary for entry-level practice in the area of physical dysfunction. 3 credits
OT 476 Occupational Therapy Theory and Practice: Physical Disabilities II (formerly OT 276)
This is a continuation of learning undertaken in OT 375, OT Theory and Practice: Physical Disabilities I,
and continues to focus on the treatment principles and procedures necessary to effectively restore function
and/or support compensatory abilities in those that have physical impairment(s), dysfunction, disability or
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handicaps. This course includes Fieldwork Level I experiences (and required seminar) and will integrate
prerequisite course knowledge to provide the occupational therapy student with the basic skills necessary
for entry-level practice in the area of physical dysfunction. 3 credits
OT 495 Research Design and Statistics I (formerly OT 295)
This is the first half of a two-part sequence of courses instructing students in OT-related research
methodology. Building on knowledge gained from the prerequisite statistics course, students are
acquainted with general research methods, processes and procedures, use of statistics in practice and
research, instrument development, literature review and exploration, and the use of computers in research
practice. This course introduces the student to proposal development activities that culminate in the
research project and thesis in the final year. Research ethics and issues are also discussed. 2 credits
OT 496 Research Design and Statistics II (formerly OT 296)
This is the second half of the course sequence in research methodology as applied to Occupational
Therapy practice. Students build on the learning from the prior semester, and additional opportunities to
practice research skills and develop proposal designs are provided. Research methods and procedures, use
of statistics in practice and research, instrument development, literature review and critique, proposal
preparation, publication, and the use of computers in research practice are included. Research ethics and
issues are discussed using student observations and thesis ideas. Course objectives include development
of a viable proposal for the final research project. 2 credits
OT 602 Advanced Fieldwork Elective (formerly OT 300)
Students spend 8 weeks full-time in a clinical experience of their choice (preferably a specialty area). This
may be done either under the supervision of a registered/licensed occupational therapist, or under the
supervision of someone approved by the OT program director, if done in a non-traditional setting.
Students have completed all coursework necessary for graduation, except the final thesis. Students
reaching this level are expected to integrate theory and practice easily, to communicate well in a
professional manner and to present a professional image, to demonstrate good problem-solving skills with
the ability to initiate self-learning, and to exhibit the basic skills of an entry-level occupational therapist.
2 credits
OT 640 Current Trends in Occupational Therapy Practice (formerly OT 340)
Students are provided with an opportunity to explore innovative non-traditional areas of practice. They
have the opportunity to hear and to meet therapists who have developed private practices, consulting
firms, or who have branched out into new territories. Students design an alternative work place and/or
practice through a paper and/or experience (with the permission of the faculty), justifying purpose, skills,
modalities, and need via OT theory and frames of reference. Standard operating procedures, the AOTA
Code of Ethics, licensing and certification rules and regulations, and OT role delineations in community
and non-traditional settings are also reviewed. 2 credits
OT 649 Graduate Independent Study (formerly OT 399)
This, in most cases, is a graduate elective course where the student may do individual research or clinical
work in an area of interest. The student works with an individual instructor in a tutorial manner. The student
and instructor will develop a plan of activities and assessment strategies and criteria commensurate with the
credits and topics agreed upon. This agreement is filed in the student’s OT department records. It is
expected that the student produce a written document as the result of this course. Upon successful
completion of these activities, the student receives a grade. This course may be taken on a pass/fail basis, at
the request of the student, or the department. 1-3 credits
OT 650 Specialty Area Seminar (formerly OT 350)
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The student is expected to select one of the specialty areas listed, and to be involved in seminars focusing
only on that specialty. Highly skilled clinicians provide input into the specialty area through case
discussion, enhancement of treatment techniques, review of literature, and current trends. Specialty areas
include: Hand Therapy; School-Based Occupational Therapy; Gerontology; Adult Rehabilitation; Child
Rehabilitation; Psychosocial Adult; Psychosocial Child; Developmental Disabilities. Fieldwork and field
trips related to the subject area discussed are integrated with readings and discussions. Note: Seminars
offered are dependent on student interest and availability of clinical experts. Level I fieldwork
experiences are customized for the student. 3 credits
OT 655 Advanced Clinical Reasoning (formerly OT 355)
This course focuses on the development of clinical reasoning skills with a strong emphasis on the study of
case examples in specialty areas of physical dysfunction and psychiatry, covering a variety of populations
and diagnoses. Lab experiences will allow the student to practice advanced evaluation and treatment
techniques, lead group discussions, and critique theories of practice. In addition, this course will expand
the student’s knowledge of sensory integration techniques, evaluation, and treatment to include both child
and adult populations with a variety of diagnoses. Laboratory activities are integrated with classroom
material. 3 credits
OT 660 Advanced Clinical Neurology (formerly OT 360)
Reviews neurophysiological concepts in motor control, stressing implications for the management of
major motor deficits encountered in everyday clinical practice. Includes examination, critique, and skill
development in treatment approaches using neurobiological principles. 3 credits
OT 661 Cognitive Rehabilitation (formerly OT 361)
Provides students with advanced knowledge in the processes of cognitive rehabilitation, evaluation, and
treatment of individuals with cognitive deficits. Structure, pathology, and prognosis are reviewed. The
roles of a variety of health professionals on the cognitive rehab team are discussed. Theoretical, research
findings, and practical skills are integrated. 3 credits
OT 662 Vocational Readiness (formerly OT 362)
This course is designed to advance the student’s knowledge and skills in the evaluation and training of
vocational and pre-vocational clients in schools and vocational settings. Emphasis is on the occupational
therapist’s role in the assessment and training of handicapped children, adolescents, and chronically
disabled adults. Theories of occupational choice, vocational exploration, training, and adjustment are
explored. Students will be exposed to standardized assessment interview and observational tools.
Principles for program planning for sheltered work, supported work, work hardening, and work activities
are presented. Social, ethical, and financial issues relating to vocational readiness are discussed. 3 credits
OT 663 Advanced Clinical Orthopedics (formerly OT 363)
This is an advanced course focusing on the orthopedic population across the life span. The main emphasis
will be placed on rehabilitation principles and protocols in the orthopedic patient. The course will be a
combination of lecture and lab in which practical skills will be instructed in regard to therapeutic
techniques and the use of physical modalities. 3 credits
OT 670 Advanced Analysis and Synthesis of Activity (formerly OT 370)
Seminar and laboratory activities examine the development and adaptation of therapeutic occupations. It
includes advanced analysis of work, self-care, and leisure, and review of the relevant literature. Emphasis
is placed on clinical reasoning used in selecting and modifying activities for a wide range of patients.
Activity group protocols are developed, tested, and critiqued. Philosophical issues related to the use of
therapeutic activities are discussed. 3 credits
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OT 675 Advanced Occupational Therapy Theory and Practice (formerly OT 375)
Students explore and examine new or developing theories, models, and frames of reference. Students
analyze and critique ideas, which may include academic, clinical, and/or administrative designs and
literature, especially as they relate to the profession as a whole. 3 credits
OT 686 Special Topics-Graduate (formerly OT 398)
This course number is for use with coursework offered at the graduate level by the OT department on a
special-case or experimental basis. Courses may be developed because of special student or faculty
interest in a given topic, as special electives, or in response to the needs of clinical faculty. Courses using
this designation will be given a descriptive suffix and have a regularly prepared course outline filed with
the OT department. 2-4 credits
OT 695 Research I (formerly OT 395)
Students prepare their proposals either as a quantitative or qualitative analysis. Students will also discuss
and comment on the proposals of their peers in seminar sessions. 3 credits
OT 696 Research II (formerly OT 396)
Students complete their research project, including their literature review, data analysis or written theses.
Each student is encouraged to prepare his/her project for publication in an appropriate professional
publication. Upon completion, students present their projects to their faculty, peers, and invited guests.
The curriculum is designed to allow the students to complete their projects within the published
curriculum schedule. Should a student be unable to do this, he/she will be required to continue registration
until an acceptable project has been completed. 3 credits
OTA 110 Introduction to Occupational Therapy
This course provides an orientation to Occupational Therapy. Students learn the history of the profession,
OTR/OTA role delineation, terminology, domain of practice, service environments, professional
behavior, safety and the occupational therapy process. The essential documents of practice include the
Code of Ethics and the Core Values and Attitudes of Occupational Therapy as documented by the AOTA,
are introduced. Includes a laboratory experience that incorporates traditional crafts and treatment
modalities to better understand “purposeful occupation”, discuss grading, modification and adaptation of
activities. The lab experience is incorporated in the lecture specifically relating to terminology and
treatment arenas. Learning opportunities include observation, interviews, documentation and
presentations. 3 credits
OTA 210 OT: Skills and Applications I
This course expands on concepts introduced in OTA 110. Students begin to explore the role of the OTA
in each step of the occupational therapy process. Students develop basic Activity Analysis skills.
Occupational therapy key documents of practice are understood in the context of practice, professionalism
and academia. Computer proficiency and an overview of technology in OT practice are covered.
Laboratory experience includes the development of basic skills needed for activity adaptation and the
development of adaptive equipment. Students begin to develop oral and written documentation
proficiency essential to their roles as Occupational Therapy Assistants. 3 credits
OTA 246 Community Health
This course provides the students with basic understanding of the healthcare system in the United States
with emphasis on the diverse populations and unique nature of treatment in New York City. Health
legislation, types of facilities, healthcare funding, available medical care and future trends are examined.
Issues of health and wellness and preventative health practice are explored. Introductory and supported
research is included. 1 credit
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OTA 250 Applied Kinesiology
An introduction to the analysis of functional movement. This course includes mechanics of human
motion, joints and joint motion, the muscle and neuromuscular function, and muscle activity and stability.
Principles of occupational therapy evaluation including joint range of motion, muscle tone and strength
are also introduced. 4 credits
OTA 270 Clinical Conditions
Explanation and analysis of underlying pathology and clinical manifestation of medical conditions that
contributes to disability. These are the conditions that are affecting occupational therapy recipients. 3
credits
OTA 315 Occupational Therapy in Mental Health Practice
This course will provide an understanding of the theory and practice of occupational therapy for patients
of all ages with psychosocial dysfunction. Lecture, laboratory and practicum address the needs and
conditions in the mental health arena. Occupational Therapy techniques/modalities in prevention,
evaluation and treatment are explored. Practice arenas specific to this population are included. Five (5)
Level I fieldwork experience are incorporated to enhance application of techniques covered and improve
clinical reasoning and application skills. 4 credits
OTA 325 Occupational Therapy in Pediatric Practice
This course will provide an understanding of the theory and practice of occupational therapy for children.
Lecture, laboratory and practicum address the unique needs and conditions of the pediatric treatment
population. Occupational Therapy techniques/modalities in prevention, evaluation and treatment are
explored. Practice arenas specific to this population are included. Level I fieldwork experience may be
incorporated to enhance application of techniques covered and improve clinical reasoning and application
skills. 4 credits
OTA 345 Occupational Therapy in Adult Practice
This course will provide an understanding of the theory and practice of occupational therapy for adults.
Lecture, laboratory and practicum address the unique needs and conditions of the adult physically
disabled population. Occupational Therapy techniques/ modalities in prevention, evaluation and treatment
are explored. Practice arenas specific to this population are included. Five (5) Level I fieldwork
experience are incorporated to enhance application of techniques covered and improve clinical reasoning
and application skills. 4 credits
OTA 365 Occupational Therapy in Older Adult Practice
This course will provide an understanding of the theory and practice of occupational therapy for older
adults. Lecture, laboratory and practicum address the unique needs and conditions of the older adult
population. Occupational Therapy techniques/modalities in prevention, evaluation and treatment are
explored. Practice arenas specific to this population are included. Level I fieldwork experience may be
incorporated to enhance application of techniques covered and improve clinical reasoning and application
skills. 4 credits
OTA 405 OT: Skills and Applications II
This course will identify and examine the roles and skills of the individual necessary for adaptation to the
home or institutional setting environment, and the assessment of his/her leisure, work and self-care
abilities. Integration and application of knowledge and procedures from all steps in the occupational
therapy process acquired in prerequisite practice courses. Using case studies describing all ages and
functional levels, client-centered focus treatment plans will be the springboard for peer review and
synthesis of occupational therapy practice. Synthesis of information includes adaptation of the
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environment, equipment, clarity about the cognitive and motor demands of functional tasks, and
purposeful/occupation based activities to enhance occupational outcomes. 3 credits
OTA 415 Professional Development
A culminating seminar designed to aid transition from student to practitioner. Written and oral
communication and developing methods to enhance those skills will be addressed. Strategies to use the
supervision and collaboration process as a member of the occupational therapy service team including
eliciting feedback and responding to constructive criticism will be shared and practiced. The importance
of continued learning is stressed as students engage in basic research and relate it to practice. The process
from student through certification and licensure is discussed. Students will develop a resume and cover
letter to be used in applying for positions as Certified Occupational Therapy Assistants. 2 credits
OTA 500 Clinical Practice I: Psychosocial Dysfunction
A nine-week, full-time internship under clinical supervision in an Occupational Therapy Department
serving clients with psychosocial dysfunction. The emphasis will be put on developing skills, observation
and practicing treatment approaches using appropriate activities and effective interpersonal
communication. Written and oral communication with other professionals is required. 4 credits
OTA 501 Clinical Practice II: Physical Dysfunction
A nine-week, full-time internship under clinical supervision in an Occupational Therapy Department
serving clients with physical disabilities. Emphasis will be put on developing skills in observation,
practicing treatment approaches, using appropriate activities and effective interpersonal communication.
Written and oral communication with other professionals is required. 4 credits
ORIENTAL MEDICINE & ACUPUNCTURE
OM 670 Independent Study
Designed to permit the scholarly exploration of any appropriate topic under faculty supervision. This course
may be used as an end in itself or as a prelude to the more extensive project of research or thesis production.
2-4 credits
OM 770 Thesis Writing
This course supports the preparation of a scholarly paper which proposes and advances a formal thesis.
Enrollment in this course requires the submission to and the approval by the program director of a thesis
statement and literature review already approved by three faculty members. This course may be repeated
for credit. 3 credits
OM 780 Guided Research
This course supports formal research activities by the student, under appropriate faculty supervision. Prior
approval by the program director is required for enrollment. 1-3 credits
OMA 415 Channels & Points 1
OMA 415, 437, and 451, Channels & Points 1,2, & 3, is a three-semester course sequence which
addresses the fundamental theory, location, anatomy and clinical application of the channels and points
associated with the clinical practice of acupuncture. The sequence begins by exploring the internal and
external pathways of the jing luo or channels and networks and then proceeds to train the student in the
correct methods of locating and utilizing the points that lie along the particular channel. Traditional
methods of point location are presented in a manner that supports confidence in location skills and
sensitivity. Points are understood through their names, traditional functions, indications and anatomical
locations.
Channels & Points 1 presents the architecture of the jing luo or channels and networks. The regular
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channels, extraordinary vessels, channel divergences, network divergences, superficial networks,
grandchild networks, channel sinews and cutaneous regions and network channels are all presented. The
student is taught the correct methods of point location through exposure to various acupuncture points.
The systematic study of the channel points begins with the study of the name, description, location,
functions, indications and treatment of the channel points contained on governing and conception vessels
(52 specific locations). Prerequisites: OMO 401, OMO 403, OMB 407, OMB 419. Co-requisites: OMB
421. 3 credits
OMA 437 Channels & Points 2
Channels and Points 2 addresses the name, description, location, functions, indications and treatment of
the channel points contained on the lung, large intestine, stomach, spleen, heart, small Intestine, and
urinary bladder (192 specific locations). Prerequisites: OMA 415, OMB 421. 3 credits
OMA 439 Tui Na 1
Tui Na literally means pushing and pulling. Tui Na refers to a wide range of methods of massage and
manipulation designed to correct a variety of physical problems. The key to effective Tui Na is correct
training in the various hand movements associated with its performance. Tui Na 1 addresses the
development and proper application of hand techniques such as pushing, rolling, kneading, rubbing,
scrubbing, grasping, pressing, etc. The classroom experience links theory and practice and hand
techniques are linked to their application in specific conditions. Prerequisites: OMA 415, OMB 421,
OMB 407, OMB 419. Co-requisites: OMA 437. 1 credit
OMA 451 Channels & Points 3
Channels and Points 3 addresses the name, description, location, functions, indications and treatment of
the channel points contained on the kidney, pericardium, triple warmer, gall bladder, and liver channels
(117 specific locations). A special review of the pathways and points associated with the extraordinary
vessels is presented. Non-channel points are presented in this class (35 specific locations). Prerequisites:
OMA 415, 437, OMB 421. 3 credits
OMA 453 Tui Na 2
Tui Na 2 explores the use of Tui Na hand techniques in the treatment of a number of clinical conditions.
Protocols for specific conditions are presented and hand technique is strengthened. Prerequisites: OMA
439, OMA 437. Co-requisite: OMA 451. 1credit
OMA 603 Acupuncture Treatment Planning
Acupuncture Treatment Planning builds on the information and skills acquired in Channels and Points 1,
2 & 3 to provide the student with a thorough grounding in point selection theory and the planning and
design of an acupuncture treatment. The selection of acupuncture points for therapy can be based on
many considerations. Building on the channels, categories, functions and indications already learned; the
student learns to use principles of distal and local points, guest/host rules, five-phase theory, channel
theory, extraordinary vessel theory, etc. in point selection. The use of empirically derived points and
theory-linked points such as transport points, mu and shu points is explored. The student will learn to
understand the applications of point groupings such as ma dan yang’s twelve stars and the thirteen ghost
points. Point location skills are reinforced and clinical application is stressed. Prerequisite: Successful
completion of the clinic entrance examination. Co-requisites: OMA 613, Clinical Assistantship/Clinical
Assistantship Acupuncture. 3 credits
OMA 619, 637 Acupuncture Therapeutics 1, 2
Acupuncture Therapeutics is a two-semester sequence that systematically examines the application of
acupuncture to a wide range of medical conditions. This course analyzes a variety of symptomatic
presentations of a range of medical conditions in terms of the principles of pattern identification, and
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examines the point combinations that are routinely used to treat the presenting condition. The emphasis of
the course is on the retention of effective clinical strategies and the analysis of point combinations
presented by a variety of texts. Prerequisite: OMA 603. Co-requisite(s): Clinical Assistantship/Clinical
Assistantship Acupuncture. 3 credits each
OMA 639 Modern Acupuncture Systems
The last 50 years has seen the expansion of acupuncture theory and practice to encompass a variety of
bodily terrains using an essentially holographic model. This course trains the student in the use of
modern Chinese auricular acupuncture, aspects of Nogier’s auricular system, scalp acupuncture, and
minor and useful systems such as hand and wrist acupuncture. Prerequisite: OMA 603. Co-requisites:
Clinical Assistantship/Clinical Assistantship Acupuncture. 2 credits
OMA 657 Advanced Tui Na
Building on the contents of Tui Na 1 & 2, this course permits the interested students to increase their skill
in the utilization of Tui Na in the management of specific clinical conditions. Prerequisites: OMA 439,
OMA 453. 2 credits
OMA 658 Special Topics in Tui Na
This course addresses the clinical applications of Tui Na to complex medical conditions. Based on the
determination of the faculty, it may address topics in orthopedics, rehabilitation and other areas.
Prerequisites: OMA 439, OMA 453. 2 credits
OMA 703 Applied Acupuncture Systems 1
Apart from the significant contributions to acupuncture made by classical Chinese acupuncture and the
systematic acupuncture of contemporary TCM, there are numerous acupuncture systems and approaches
that offer powerful clinical tools to the experienced acupuncturist. Applied Acupuncture 1 examines the
theory and practice of the light needling methods and highly systematic therapeutic approaches such as
those associated with the pioneering work of Yoshio Manaka. Prerequisite: Successful Completion of the
Pre-Internship Examination. Co-requisites: Clinical Internship/Clinical Assistantship Acupuncture. 1
credit
OMA 721 Applied Acupuncture Systems 2
Apart from the significant contributions to acupuncture made by classical Chinese acupuncture and the
systematic acupuncture of contemporary TCM, there are numerous acupuncture systems and approaches
that offer powerful clinical tools to the experienced acupuncturist. Applied Acupuncture 2 examines
acupuncture systems such as ba gua based point selection, Dong’s alternate point system, methods of pain
control and others depending on faculty and student interest. Prerequisite: Successful Completion of the
Pre-Internship Examination. Co-requisites: Clinical Internship/Clinical Assistantship Acupuncture.
1 credit
OMB 407 Human Anatomy
Consists of a series of lectures, demonstrations, and prosections designed to provide an understanding of
the structural and functional anatomy of the human body. Sections covered are: general anatomical
concepts, upper extremity and back, head and neck, thorax and abdomen, perineum, pelvis and lower
extremity, and neuroanatomy. Coordinated with the anatomy lectures are histology lectures, which
introduce the student to the structure and functions of cells and tissues of the body. Co-requisite: OMB
411. 4.5 credits
OMB 409 Chemistry for the Health Sciences
This survey of the principles of chemistry and biochemistry support the successful accomplishment
of advanced coursework in the health sciences. This course provides an overview of the principles
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of general and organic chemistry followed by an intensive introduction to human biochemistry
with relevant clinical correlation. It includes structure, function and metabolism of proteins,
carbohydrates, lipids, amino acids, nucleotides, and nucleic acids. 3 credits
OMB 411 Biology
This course introduces students to the concepts and methods in biology. The course places special
emphasis on areas that will support the students in their progress through the remainder of the bioscience
curriculum. This course is designed to support the student who has had little or no prior exposure to the
biological sciences. 2 credits
OMB 419 Physiology
Provides an understanding of the physiological mechanisms by which the human body functions in health
and disease. Emphasis is given to the concepts that will be most frequently encountered in primary care
clinical practice, e.g., mechanisms of cardiovascular, neuromuscular, respiratory, renal, and endocrine
physiology. Prerequisites: OMB 407, OMB 411. Co-requisite: OMB 409. 4 credits
OMB 421 Surface Anatomy
Designed to complement the contents of the Human Anatomy and the Physiology courses to
support the effective location of acupuncture points and to promote safe needling. Surface anatomy
addresses the palpation and location of bony landmarks and the detection of underlying structures.
Prerequisites: OMB 407, OMO 401. Co-requisite: OMA 415. 1 credit
OMB 443 Pathophysiology 1
Pathophysiology 1 begins the exploration of the impact of the disease process on healthy
physiological systems by examining the fundamental concepts of pathology: cellular adaptation,
injury, death and wound healing. Topics such as the roles of genetic information, neoplastic cell
growth, and alterations in hematopoietic function, immunity and inflammation are addressed. The
course explores pathological alterations in circulatory and cardiac function in detail. Prerequisites:
OMB 407, OMB 411, OMB 409, OMB 419. 3 credits
OMB 445 Microbiology / Immunology
Discusses the anatomy, physiology, and relationships of bacteria, fungi, protozoa, viruses, rickettsiae and
helminths. Included are lectures on the systemic diseases caused by these organisms, control of
microorganisms, antibiotics, the host-parasite relationship and the establishment of disease. The immune
system is discussed in detail including topics on resistance to disease, immunity and serology, and
immune disorders. Prerequisites: OMB 407, OMB 411, OMB 409, OMB 419. 3 credits
OMB 457 Pathophysiology 2
Pathophysiology 2 addresses the impacts of the disease process on the respiratory system, the renal system,
the gastrointestinal system, the endocrine system and the nervous system. Prerequisites: OMB 407, OMB
411, OMB 409, OMB 419. 3 credits
OMB 459 Physics for Health Sciences
Explores the relationship of basic concepts in physics: mechanics, hydrodynamics, electromagnetism, and
thermodynamics to biological processes, human physiology and health sciences. 2 credits
OMB 607, 623 Physical Diagnosis 1, 2
Consists of lecture and laboratory. The lecture component introduces the student to the concepts and
techniques of medical interviewing, obtaining an accurate history and performing a complete and
thorough physical examination. The laboratory portion emphasizes the hands-on skills necessary to
perfect the techniques of the physical exam. These sessions are taught in small group settings.
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Prerequisite: Successful completion of the clinic entrance examination. 3 credits each
OMB 609 Human Nutrition
Presents the fundamentals of human nutrition and the impact of nutrition upon health and disease.
Specific topics include the impact of dietary practices on disease states and the evaluation of supplements.
Prerequisites: OMB 407, OMB 411, OMB 409, OMB 419. 2 credits
OMB 611 Neuroscience
Reprises and examines in depth topics in the anatomy and physiology of the human nervous system.
Explores the role of the nervous system in health and disease and examines clinical assessment of
neurological function. Prerequisite: Successful completion of the clinic entrance examination. 3 credits
OMB 645 Pharmacology
Presents the principles underpinning pharmacokinetics and pharmacodynamics. Provides the students
with an understanding of a drug category’s mechanism of action, therapeutic uses, major side effects,
warnings and precautions. Prerequisite: Successful completion of the Clinic Entrance Examination. 3
credits
OMB 709 Clinical Research Design
Clinical Research Design introduces the student to the fundamentals of the design and evaluation of
clinical research. This course covers basic biostatistics, fundamentals of study design (case studies,
observational studies, randomized trials and randomized controlled trials), the critical issues in assessing
aspects of Oriental medicine (sham acupuncture, placebo control versus control against standardized
treatment, etc). Upon completion of this course the student will be able to design a simple RCT and to
evaluate research findings which are pertinent to their profession. Prerequisite: Successful completion of
the clinic Entrance Examination. 3 credits
OMB 707, 727, 747 Medicine 1, 2, 3
This three-semester course presents the concepts associated with the biomedical diagnosis and
management of disease entities according to their appearance in systems and within particular
populations. The emphasis is on reinforcing and integrating the core information provided in
Pathophysiology 1 & 2, and Physical Diagnosis 1 & 2 with a systematic survey of conditions that present
routinely in primary care settings. Special emphasis is also placed on the needs of special populations
(younger patients, older patients, & women) and on the management of prevalent chronic conditions.
Medicine 1 addresses conditions associated with the male genitourinary system, gynecology &
obstetrics, pediatrics and gerontology.
Medicine 2 surveys cardiology, pulmonary disease, gastroenterology, urology, endocrinology,
and hematology.
Medicine 3 surveys dermatology, otolaryngology, neurology, rheumatology and orthopedics.
Prerequisite: Successful completion of the Pre-internship Examination. 3 credits each
OMB 755 Special Topics in Integrative Medicine
This faculty-directed course provides an opportunity for faculty working in distinctive areas of clinical
integration to share their expertise and to assist the advanced student in gaining expertise in delivering
integrative medical care. 2 credits
OMC 461 Introduction To Clinical Methods
This course prepares the student to become a successful participant in the clinical process and future
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clinical instruction. The course is designed to be taken concurrently with Clinic Observation and during
the semester that precedes entrance into the clinic. An important objective of this course is the safety of
both the patient and the practitioner. This course helps the student to acquire familiarity and basic
competence with a range of clinical activities and therapeutic methods. Charting practices, draping and
positioning methods, equipment management, and clean needle technique are presented. Methods used in
acupuncture treatment including free hand needling, the use of guide tubes and supports, cutaneous
stimulation (plum blossom and seven star needles), moxibustion, cupping, and gua sha are taught.
Fundamental safety topics in relation to infection control and the prevention of acupuncture accidents are
discussed. An orientation to the clinical assistantship process is provided. Prerequisite: Completed
Application for Clinic Entrance Examination. Co-requisite: Clinic Observation. 2 credits
OMC 463 Clinic Observation
Clinical observation begins the process of clinical training. All of the preceding didactic and practical
course work and all future academic efforts are directed at achieving a high level of clinical competence
on the part of the student. The observation phase gives the students the opportunity to participate in the
process of patient care and to observe the clinical application of their knowledge base as they prepare for
the clinic entrance examination. Prerequisite: Completed Application for Clinic Entrance Examination.
Co-requisite: OMC 461. 2 credits
OMC 613 Clinical Methods
Clinical Methods builds on the skills introduced in Introduction to Clinical Methods to systematically
strengthen and develop the needling skills needed in the clinical practice of acupuncture. This course
builds the student’s needling skills through active supervised practice. Good habits are developed and the
correct methods of needling a large number of common and less commonly used acupuncture points are
demonstrated and practiced. Prerequisite: Successful completion of the Clinic Entrance Examination. Corequisites: OMC 614 or 615, OMA 603. 1 credit
OMC 615 Clinic Assistantship 1
The clinical assistantship phase of the program begins after the first four semesters of training and after
the student has demonstrated his or her knowledge and skill by passing the clinic entrance examination.
The goal of the 300 hours of assistantship is to prepare the student to become an effective intern through
mentoring, reinforcing practical and conceptual skills, and guiding the student’s development as a
clinician. The clinical assistant follows, observes, and supports the practice of clinical faculty and senior
students as they provide care for patients. Based on the student’s level of mastery, the clinical faculty will
actively encourage the student to assume greater responsibility for various aspects of patient care. This
process leads to the student assuming almost complete responsibility for patients, under close supervision,
at the conclusion of the assistantship. Prerequisite: Successful completion of the Clinic Entrance
Examination. Co-requisite: OMO 601. 2 credits
OMC 627 Advanced Clinical Methods
Advanced Clinical Methods builds on the skills introduced in Clinical Methods to systematically
strengthen and develop the needling skills needed to use advanced techniques in the clinical practice of
acupuncture. This course builds the student’s needling skills through active supervised practice. The focus
of this course is the safe use of complex needling techniques such as “through and through” methods and
transverse insertion and the needling of anatomically challenging points. Methods in scalp acupuncture
and advanced moxibustion methods are also taught. Prerequisites: OMC 613. Co-requisites: OMC 629. 1
credit
OMC 629 Clinic Assistantship 2 /OMC 631 Clinic Assistantship 3
Prerequisite: OMC 615. Co-requisites: OMO 617, OMA 619, OMB 607. 2 credits each
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OMC 647 Clinic Assistantship 4 /OMC 649 Clinic Assistantship 5
Prerequisites: OMC 629, OMC 631. 2 credits each
OMC 713 Clinic Internship 1
OMC 715 Clinic Internship 2
OMC 717 Clinic Internship 3
The process of clinic internship is preceded by the successful completion of the pre-internship
examination. During the 540 hours of the clinic internship, the intern functions as the primary provider for
patients in a clinical setting while receiving supervision and guidance from members of the clinic faculty.
The internship phase of the program provides the student with an opportunity to experience the challenges
of private practice with extensive academic and clinical support. This process allows the students to form
their identity as clinicians and to integrate advanced coursework in diagnosis and treatment with direct
patient care. Prerequisite: Successful completion of the pre-internship examination. 2 credits each
OMC 733 Clinic Internship 4
OMC 735 Clinic Internship 5
OMC 737 Clinic Internship 6
Prerequisites: Clinic Internship 1,2,3. Co-requisites: any of OMM 705, 723, or 741. 2 credits each
OMC 749 Clinic Internship 7
OMC 751 Clinic Internship 8
OMC 753 Clinic Internship 9
Prerequisites: OMC 733, 735, and 737. Co-requisites: any of OMM 705, 723, or 741. 2 credits each
OMC 759 Clinical Specialization
This course allows the advanced intern to explore a specialized area of clinical endeavor under the
supervision of a clinician with specific expertise. The number of hours of internship will determine the
number of credits. 2-4 credits
OMG 423 Psychosocial Aspects of Patient Care 1
The clinical experience begins with the encounter between the patient and the clinician. Often the
clinician may be unaware of the issues that they bring to the clinical encounter or the ways in which
his/her perceptions and attitudes influence the patient’s experiences and care. This course addresses wellunderstood aspects of the patient practitioner interaction and, using traditional counseling models,
explores the dynamic between patient and practitioner and the way in which it is shaped by clinician
attitudes and behaviors. 2 credits
OMG 425 Qi Gong
Qi gong refers to the process of exercising, patterning and developing qi. Qi gong is used to calm the
mind, strengthen the body, improve clinical abilities, and enhance healing. This course provides an
introduction to qi gong methods such as the eight pieces of brocade and other techniques designed to
unite body and mind and to harmonize the movement of qi. In addition, the clinical application of qi gong
in support of the healing process will be presented. 1 credit
OMG 447 History and Philosophy of Medicine
Within the field of Oriental medicine the history of medicine is not simply a history of discarded therapies
and important new discoveries, it is the ground and origin of centuries of clinical activity which are
woven into the fabric of the contemporary clinical practice of Oriental medicine. This course guides the
student through the history of Chinese medicine and examines the practices of Chinese medicine in
relation to the development of biomedical practice. Prerequisites: OMO 401, OMO 403. 2 credits
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OMG 625 Psychosocial Aspects of Patient Care 2
The clinical practice of acupuncture and Oriental medicine routinely engages patients whose issues
extend beyond physical discomfort or a simple medical problem. This course addresses the clinical
impacts of issues such as alcohol abuse, obesity, eating disorders, chemical dependency, child abuse,
depression and other debilitating or life threatening psychological disorders which may require referral or
intervention. Patients presenting with complex psychological issues often present a significant challenge
for the clinician who is not equipped to address those issues effectively. This course presents the skills
and resources that will allow the clinician to help patients find the care they need. Prerequisite:
Successful completion of the clinic entrance examination. Co-requisite: Clinical Assistantship. 2 credits
OMG 651 Introduction to Chinese Medical Text Translation
This course introduces the basic Chinese grammar and the vocabulary used in contemporary Chinese
medical texts. The initial focus of the course is on the translation of text fragments from standard
texts addressing theory, diagnosis, and treatment. The second half of the course addresses the
translation of case reports in published texts and journals. Although designed to support reading
comprehension in support of clinical scholarship, this course will provide support for accurate
pronunciation, character writing and comprehension. Prerequisites: OMO 403, OMO 401.
2 credits
OMG 652 Chinese Medical Text Translation
Building on the skills developed in Introduction to Chinese Medical Text Translation, this course focuses
on increasing the student’s vocabulary, grasp of grammar and facility in translation of clinical case
reports. Although designed to support reading comprehension in support of clinical scholarship, this
course will provide support for accurate pronunciation, character writing and comprehension. This course
may be repeated for credit. Prerequisite: OMG 651. 2 credits
OMG 653 Intermediate Chinese Medical Text Translation
Building on the skills developed in the two preceding courses, this course focuses on increasing the
students’ vocabulary, grasp of grammar and facility in translation of clinical case reports. The objective of
this course is to support students in achieving the translation of complete case reports. Although designed
to support reading comprehension in support of clinical scholarship, this course will provide support for
accurate pronunciation, character writing and comprehension. Prerequisite: OMG 652. 2 credits
OMG 654 Advanced Chinese Medical Text Translation
Building on the skills developed in the three preceding courses, this course addresses a translation project
of some magnitude by focusing on the group translation of a text chapter, or larger study selected by the
faculty as suitable for a publishable translation project. Although designed to support reading
comprehension in support of clinical scholarship, this course will provide support for accurate
pronunciation, character writing and comprehension. Prerequisite: OMG 652. 2 credits
OMG 655 Directed Chinese Text Translation
Participation in the course requires the consent of the instructor and program director. This course is
designed for the student who has reached a level of skill in translation which permits independent pursuit of
a specific translation project with appropriate faculty guidance. May be repeated for credit. 2 credits
OMG 711 Psychosocial Issues in Clinical Practice
The experience of independent clinical practice can challenge in ways that go beyond achieving an
accurate diagnosis and selecting and delivering an effective treatment. Interpersonal dynamics emerge in
clinical settings that are often unanticipated. Challenging patients and personal concerns can make the
clinical encounter a difficult one. This course provides a resource for the new practitioner using
discussion, reading and journals to facilitate the process. Prerequisite: Successful completion of the pre-
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internship examination. Co-requisite: Clinic Internship. 1 credit
OMG 731 Practice Management
The difference between a successful and an unsuccessful clinical practice often depends on the
recognition of simple business issues. This course helps the student confront the realities of owning and
running the small business that is a private practice while dealing with issues that are important to any
clinical practice whether free standing or hospital-based. This course includes presentations by
professionals in fields such as accounting, law and insurance as well as talks by successful clinicians in
the field of Oriental medicine. Topics such as accounting practices, legal business structures, legal
requirements, Occupational Safety and Health Administration (OSHA) guidelines, third party
reimbursement and relevant state laws will be presented. Prerequisite: Successful Completion of Preinternship examination. 2 credits
OMG 745 Bioethics
Bioethics, as distinct from professional ethics, deals with the exploration of ethical problems that emerge
out of the process of providing medical care. The study of ethics engages questions concerning personal
and societal values and examines these values in the context of professional practice. This course engages
the history of medical ethics, contemporary issues in bioethics and confronts ethical issues relevant to
clinicians. 2 credits
OMM 405 Introduction to Chinese Herbal Medicine
The study of the Chinese materia medica and its clinical application is a complex, demanding, and
rewarding endeavor. This course is designed to fully acquaint students with the field of Chinese herbal
medicine so that they can effectively pursue their studies or understand and respect the need for
comprehensive training in this exciting field. The basic principles governing the use of medicinal agents,
such as taste and qi, traditional and taxonomic nomenclature, the 18 categories of medicines, the rules
governing the development of formulae, issues of safety and toxicity, endangered species and other topics
are presented. Co-requisite: OMO 401. 2 credits
OMM 417 Materia Medica 1
Materia Medica 1 is the first of a three-semester sequence that presents the names, associated plant
species, functions, indications, tastes, qualities, combinations, preparation and safety issues associated
with over 375 medicinal agents belonging to the Chinese materia medica. Substances are presented
systematically with consideration given to important combinations and illustrative formulae. This course
presents the first 5 categories of medicinal agents in the materia medica: herbs that release the exterior,
herbs that clear heat, downward draining herbs, herbs that drain dampness, and herbs that dispel wind
dampness. Prerequisites: OMM 405, OMO 401. 3 credits
OMM 441 Materia Medica 2
Materia Medica 2 is the second of a three-semester sequence that presents the names, associated plant
species, functions, indications, tastes, qualities, combinations, preparation and safety issues associated
with over 375 medicinal agents belonging to the Chinese materia medica. Substances are presented
systematically with consideration given to important combinations and illustrative formulae. This course
presents 6 categories of medicinal agents from the materia medica: agents that treat phlegm and cough,
substances that transform dampness, herbs that relieve food stagnation, agents that regulate qi, agents that
regulate the blood, agents that warm the interior. Prerequisites: OMM 405, OMO 401. 3 credits
OMM 455 Materia Medica 3
Material Medica 3 is the last of a three-semester sequence that presents the name, associated plant
species, functions, indications, tastes, qualities, combinations, preparation and safety issues for over 375
medicinal agents belonging to the Chinese materia medica. Substances are presented systematically with
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consideration given to important combinations and illustrative formulae. This course presents the last 7
categories of medicinal agents in the material medica: supplementing agents, astringent agents, spirit
calming agents, agents to open the orifices, agents which extinguish wind, agents to expel parasites, and
substances for external application. Prerequisites: OMM 405, OMO 401. 3 credits
OMM 605 Formulae 1
Formulae 1, 2 & 3 are a three-semester course sequence that presents the constituents, indications, and
modifications for over 150 herbal formulas selected from the 18 categories of formulae. Emphasis is
placed on the constituents, indications, modification and delivery forms of traditional formulae. Formulae
1 covers formulae to release the exterior, formulae that clear heat, and formulae that drain downwards.
Prerequisite: Successful completion of the clinic entrance examination. 3 credits
OMM 621 Formulae 2
Formulae 1, 2 & 3 are a three-semester course sequence that presents the constituents, indication, and
modifications for over 150 herbal formulas selected from the 18 categories of formulae. Emphasis is
placed on the constituents, indications, modification and delivery forms of traditional formulae. Formulae
2 covers formulae that harmonize, that treat dryness, that expel dampness, that warm the interior, that
supplement qi, blood, yin and yang. Prerequisite: Successful completion of the clinic entrance
examination. 3 credits
OMM 641 Formulae 3
Formulae 1, 2 & 3 are a three-semester course sequence that presents the constituents, indication, and
modifications for over 150 herbal formulas selected from the 18 categories of formulae. Emphasis is
placed on the constituents, indications, modification and delivery forms of traditional formulae. Formulae
3 covers formulae that regulate qi, that quicken the blood, that stop bleeding, that stabilize and bind, that
calm the spirit, that expel wind, that treat phlegm, that eliminate food stagnation & parasites.
Prerequisite: Successful completion of the clinic entrance examination. 3 credits
OMM 643 TCM Dietetics
Traditionally, in China, foods and herbs have been used interchangeably to support the healing process.
This course presents the traditional and contemporary use of foods as a complement to herbal therapy and
the use of herbs in therapeutic cuisine. Prerequisite: Successful completion of the clinic entrance
examination. Co-requisites: OMM 605, 621, or 641. 2 credits
OMM 705 Clinical Application TCM 1
Clinical Application TCM 1-3 is a yearlong sequence addressing the use of herbal formulae and other
therapeutic methods in TCM in the management of specific clinical problems with particular attention to
internal medicine, oncology, gynecology, pediatrics, dermatology, ENT, orthopedics and geriatrics.
Clinical Application TCM 1 addresses topics primarily associated with the traditional category of internal
medicine or nei ke. Prerequisite: Successful completion of the pre-internship examination. Co-requisites:
Clinic Internship and any of OMM 705, 723, or 741. 3 credits
OMM 723 Clinical Application TCM 2
Clinical Application TCM 2 addresses topics primarily associated with the traditional categories of
internal medicine or nei ke, children’s diseases (pediatrics or er ke) and women’s diseases (gynecology or
fu ke). Prerequisite: Successful completion of the pre-internship examination Co-requisites: Clinic
Internship and any of OMM 705, 723, or 741. 3 credits
OMM 725 Classical Chinese Medicine 1
The classic texts of Chinese medicine such as the Shang Han Lun (On Cold Damage), The Shen Nong
Ben Cao (The Divine Husbandman’s Basic Medicinal Agents), The Wen Bing Lun (Discussion of Warm
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Disease) and others form a rich corpus that continually enriches and supports the contemporary
practitioner of Chinese herbal medicine. Classical Chinese Medicine 1 examines the Shang Han Lun (On
Cold Damage) in detail using primary sources in translation. Prerequisite: Successful completion of the
pre-internship examination. Co-requisites: Clinic Internship and any of OMM 705, 723, or 741. 3
credits
OMM 729 Pharmacognosy & Toxicology of Herbs
This course investigates the disciplines of toxicology and pharmacognosy in relation to issues that
are (or should be) of particular concern to practitioners of herbal medicine in general and Chinese
herbal medicine in particular. As such it can be considered to continue to address areas that are
critical to biomedical pharmacology as well as to the clinical application to the Chinese materia
medica. The course constitutes a formal introduction to biomedical toxicology and to
pharmacognosy as it pertains to natural products, drugs of natural origin and Chinese medicinal
agents. Prerequisite: Successful completion of the pre-internship examination. Co-requisites:
Clinic Internship and any of OMM 705, 723, or 741. 2 credits
OMM 741 Clinical Application TCM 3
Clinical Application TCM 3 addresses topics associated with the traditional categories of injury, external
disease (wai ke), and diseases of the eyes, ears, nose, mouth and head. Prerequisite: Successful
completion of the pre-internship examination. Co-requisites: Clinic Internship and any of OMM 705, 723,
or 741. 3 credits
OMM 743 Classical Chinese Medicine 2
Classical Chinese Medicine 2 examines the clinical applications of warm disease theory, classical
materia medica, and prescriptions from the Golden Cabinet, as well as specific sources selected by
the instructor to develop the student’s breadth of understanding of Chinese herbal medicine.
Prerequisite: Successful completion of the pre-internship examination. Co-requisites: Clinic
Internship and any of OMM 705, 723, or 741. 3 credits
OMM 758 Special Topics in Chinese Medicine
This course provides an opportunity for the advanced student to explore specialized or distinctive
applications of traditional Chinese medicine under the guidance of senior faculty. 2 credits
OMO 401 Fundamental Theory of Oriental Medicine
Fundamental Theory of Oriental Medicine provides a general overview of the theory and practice of
Chinese medicine as well as an in-depth examination of the fundamental theory that underlies the practice
of Chinese medicine and many related clinical approaches under the broader domain of Oriental
medicine. This course will examine all aspects of the practice of Chinese medicine from fundamental
philosophy through treatment. This course will examine in detail the concepts of yin and yang, the five
phases, vital substances, the zang fu (viscera and bowels), jing luo (channels & networks), the causation
of disease, fundamental diagnostic concepts and elementary treatment principles and methods. Corequisite: OMO 403. 3 credits
OMO 403 Chinese Medical Terminology
Chinese Medical Terminology is designed to help the student understand the linguistic roots of the
concepts that support the practice of Oriental medicine. Chinese language is a character-based language
which presents meaning both through sound and through embedded images or radicals. Chinese language
texts are the primary source for most of the world’s knowledge of Chinese medicine. Even a slight
familiarity with the terminology of Oriental medicine in its original language can contribute substantially
to a student’s understanding of clinically important concepts. This course presents approximately 250 key
concepts in Chinese medicine; explores issues surrounding the translation of Chinese expressions and
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medical texts; teaches the basic principles of character writing, dictionary use and proper pronunciation of
Chinese characters transliterated in pin yin. Co-requisite: OMO 401. 2 credits
OMO 413 Oriental Medicine Diagnosis
The four diagnoses are the basis of clinical practice in Chinese medicine. Before an effective therapeutic
approach can be selected, the clinician must identify the problem to be treated. Traditional clinical
assessment begins with identifying critical signs and symptoms through the process of questioning;
touching the pulse and body; examining the appearance of the patient’s body, tongue and spirit and by
being aware of sounds and odors produced by the patient. This course provides a systematic and
comprehensive introduction to the methods and findings of the four diagnoses. The course provides
special emphasis on providing the foundation needed for developing strong assessment skills in tongue
and pulse diagnosis. Prerequisites: OMO 401, OMO 403. 3 credits
OMO 435 Oriental Medicine Pattern Differentiation
Pattern differentiation or bian zheng is the second critical step in the process of forming a correct
diagnosis in the clinical practice of Oriental medicine. The signs and symptoms that have been discovered
through the process of the four diagnoses are woven together into a meaningful diagnostic pattern or
pattern of disharmony that then guides treatment. This course introduces the diagnostic patterns and
associated symptoms that form the basis of clinical practice in Oriental medicine. Prerequisite: OMO
413. 3 credits
OMO 449 Oriental Medicine History & Diagnosis
The process of integrating theoretical perspectives, clinical findings and the principles of pattern
differentiation can be complex. According to classical texts and contemporary practitioners, taking an
effective patient history is important to securing good clinical outcomes. This course revisits the medical
history in Oriental medicine and guides the student in making the connection between effective history
taking and effective diagnoses. This class is intended to provide both a review of diagnostic procedure
and to support students as they enter the clinical setting. This course is designed to support the clinic
observation process. An orientation to the clinical assistantship process is provided at the conclusion of
this course. Prerequisite: OMO 435. Co-requisites: OMC 463, OMC 461. 2 credits
OMO 601 Clinical Reasoning & Treatment Principles
After completing a diagnosis and organizing the collected signs and symptoms into patterns; the next step
is the establishment of a treatment principle which furnishes the basis for treatment itself. “Clinical
Reasoning & Treatment Principles” actively engages the student in the process of integrating the steps of
clinical diagnostics into treatment planning. Using the extensive knowledge base developed in the first
year of the program the student learns clinical reasoning processes that will link accurate diagnosis to
effective treatment. Prerequisite: Successful completion of Clinic Entrance Examination. Co-requisite:
OMC 615. 2 credits
OMO 617 Case Review & Analysis 1
Case Review & Analysis 1 supports the students in integrating and reviewing their clinical experience in
the light of their formal coursework. Methods of case analysis and presentation are presented and students
are guided in clinical reasoning and case analysis. Pre-requisites: OMO 601, OMA 603, OMM 605, 621,
or 641, OMB 607, OMC 613, OMC 615. Co-requisite: OMC 631. 1 credit
OMO 635 Case Review & Analysis 2
Case Review & Analysis 2 supports the students in integrating and reviewing their clinical experience in
the light of their formal coursework. Methods of case analysis and presentation are presented and students
are guided in clinical reasoning and case analysis. Prerequisites: OMO 617, OMA 619, OMM 605,621, or
641, OMB 623, OMC 627, OMC 631. Co-requisites: OMC 649. 1 credit
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OMO 701 Clinical Integration of Acupuncture
Clinical Integration of Acupuncture addresses the clinical application of acupuncture in biomedical
settings and biomedical contexts. Acupuncture has been successfully adapted to the needs of patients
undergoing cancer chemotherapy, drug detoxification, oral surgery, and rehabilitation after a CVA and to
a myriad of pain conditions. In addition, acupuncture has become part of the workers’ compensation and
no-fault process in a number of states. Hospitals are establishing acupuncture clinics. This course
addresses the intersection of professional acupuncture with established biomedical practice and examines
the issues and opportunities provided by these developments and furnishes the information and skills
required to negotiate them successfully. Prerequisites: Successful completion of the pre-internship
examination. Co-requisites: OMB 707, 727, or 747, and Clinical Internship. 2 credits
OMO 718 Acupuncture Rounds
This course builds on the foundation established by many elements within the curriculum to firmly
establish the student’s ability to present, analyze and defend a clinical case and its management from both
an Oriental Medicine and biomedical perspective. This course stresses the continued development of
strong analytical as well as written and oral presentation skills as the student hones his or her ability in
case analysis and presentation. This course fosters clarity in clinical decision making as well as
supporting skills that are critical in patient management and medical integration. Prerequisite: Successful
completion of the pre-internship examination. Co-requisites: OMB 707, 727, or 747, and Clinical
Internship. 2 credits
OMO 719 Oriental Medicine Rounds
This course builds on the foundation established by many elements within the curriculum to firmly
establish the student’s ability to present, analyze and defend a clinical case and its management from both
an Oriental Medicine and biomedical perspective. This course stresses the continued development of
strong analytical as well as written and oral presentation skills as the student hones his or her ability in
case analysis and presentation. This course fosters clarity in clinical decision making as well as
supporting skills that are critical in patient management and medical integration. Prerequisite: Successful
completion of the pre-internship examination. Co-requisites: OMB 707, 727, or 747, OMM 705, 723, or
741, and Clinical Internship. 2 credits
OMO 739 Clinical Integration of Oriental Medicine
Clinical Integration of Oriental Medicine addresses the clinical application of Oriental Medicine in
biomedical settings and biomedical contexts. Just as acupuncture has been successfully adapted to the
needs of patients in medical settings, the use of Chinese herbal medicine and other Oriental medicine
practices are emerging in hospital settings. The emergence of clinical trials in support of herbal formulae
targeted at specific medical conditions presents new challenges and opportunities for the Oriental
medicine provider. This course addresses the intersection of professional Oriental medicine with
established biomedical practice and examines the issues and opportunities provided by these
developments and furnishes the information and skills required to negotiate them successfully.
Prerequisite: Successful completion of the pre-internship examination. Co-requisites: OMB 707, 727, or
747, OMM 705, 723, or 741, and Clinical Internship. 2 credits
PHYSICAL THERAPY DEPARTMENT
LIBERAL ARTS AND SCIENCE Courses for Physical Therapy Students
Course descriptions may be found in the bulletins of the Lander Colleges and the New York School of
Career and Applied Studies (NYSCAS), in print or online at www.touro.edu.
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DPT 404 Professional Development I
This course is a preparation for clinical practice and a basis for one's growth as a physical therapist. The
course will consist of various units of relevance to physical therapy practice. Course design is aimed at
introducing physical therapy students to the essential aspects of their role as healthcare practitioners.
Some areas included for discussion are definition of roles, patient/client and therapist communication,
patient/client rights, accessibility issues, physical therapy practice settings, legislative issues in physical
therapy, the APTA, and documentation formats, the disablement model, the Guide to Physical Therapist
Practice, professional practice expectations, the healthcare system. 3 credits
DPT 406 Lifespan I
This is the first course in a three-semester sequence. This course provides an overview of human
development and an introduction to the principles of normal growth and development through childhood.
This first course is designed for physical therapy students to examine various developmental theories and
the multitude of factors influencing the normal developmental process. The students will integrate
developmental norms and sequences in the cognitive, psychosocial, motor, speech and language, play and
moral development domains, both longitudinally and horizontally. The students will observe children’s
development. The students will plan and problem-solve age appropriate activities for the typically
developing child. The students will also be able to summarize the effects of environmental and cultural
factors on normal development and will be given the opportunity to individually explore development
across the lifespan from a variety of perspectives (personal, cultural, ethnic, historical) through readings,
observations, interviews and reflective assignments. 3 credits
DPT 412 Exercise Physiology
The discipline of exercise physiology provides a frame of reference for the scientific evaluation of the
limits of human performance across a wide spectrum of individual differences. The principle of
specificity and its effects on the physiological response to exercise, conditioning and training programs is
assessed in individuals with reference to age, gender and level of physical fitness. Exercising for general
fitness to improve health and wellness is differentiated from training for physiological capabilities to
improve physical performance in specific sports or activities. Special attention is given to exercise and
sports-related injuries, and the assessment of the physiological response to rehabilitation exercise. In
addition, the physiological consequences of inactivity, detraining, and immobilization are evaluated.
Emphasis is placed on the evaluation of health-related fitness goals, especially the effects of aerobic
training and conditioning on endurance performance and cardiovascular health. The laboratory sessions
provide in-depth, hands-on experience to analyze and evaluate the physiological response of young men
and women to various forms of work and exercise. The laboratory also provides opportunity to evaluate
tests that measure strength, muscular power and endurance, maximum anaerobic power, maximal aerobic
capacity, maximum physical work capacity, and cardiovascular fitness. 3 credits
DPT 415 Lifespan II
This course, the second in the Lifespan series, is designed for first year students in Physical Therapy. It
reflects the perspective of the individual's development within the framework of one's family, community
and the world at large that was established in Lifespan I. The emphasis of Lifespan II is the continuum of
adult development from adolescence through old age and end-of-life issues. Particular focus is given to
the relationship between accomplishing the developmental tasks of adulthood and responding to
impairments/functional limitations. Factors associated with healthy lifestyles and wellness will be
emphasized as students continue their analysis of "Healthy People 2010" goals and their application in
physical therapy practice. 2 credits
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DPT 600 Clinical Education Affiliation I (6 weeks)
This is the first affiliation for the Doctor of Physical Therapy students following three semesters of
academic training. It is a six-week, full-time affiliation in selected health care settings that will enable the
student to develop professional behavior and to practice early clinical decision-making skills as they
apply the patient client management model in direct patient care. 3 credits
DPT 601 Professional Development II
This is the introductory course to the Clinical Education experience. During this seminar series, the
student will become familiarized with the philosophy, organization, policies and procedures of the
Clinical Education sequence. In addition, students will be familiarized with the specific course objectives
and requirements of DPT 600, the first clinical experience. DPT 601 contains the series of seminars that
lay the foundation for the Clinical Education experiences. The seminars are scheduled prior to, during
and following DPT 600. Topics to be discussed will include dress code, policies and procedures of
Clinical Education, student responsibilities, learning styles, clinical objectives, the clinical performance
grading form, issues pertinent to cultural diversity and its relatedness to health care delivery. The midaffiliation small group discussion seminar will allow students to share reflections on their personal
experiences as first-time affiliates and to learn from their classmates. Students will gain a heightened
awareness of ethical principles, the role of the PT in the health care team, and the influence of medical,
emotional and social factors on patient compliance. Students will learn practical approaches that will help
them provide better psychological support to patients. The class will also receive reinforcement of issues
related to the affiliation. 1 credit
DPT 602 Basic and Clinical Neurosciences
This course serves as an introduction to the structure and function of the human nervous system. The
anatomy and physiology of primary neurologic systems will be presented, followed by an analysis of how
impairments in these systems result in abnormal movement, dysfunction and disability. Special attention
will be paid to understanding the diagnoses that physical therapists are most likely to encounter, such as
stroke, spinal cord injury, traumatic brain injury, multiple sclerosis and Parkinson’s disease. 6 credits
DPT 603 Physical Therapy Interventions III
Physical Therapy Interventions III is a clinical course designed to provide the student with guidance and
direction in understanding the principles of therapeutic exercise and designing exercise programs for a
variety of patients. Students will develop the ability to utilize therapeutic exercise as an intervention
designed to eliminate or reduce the severity of impairments, functional limitations and disabilities and
prevent or minimize future impairments, functional limitations and disabilities for the patient/client. The
course is designed to guide the student through the cognitive process in the selection of and the use of
goal-oriented exercises in the intervention plan. The sequence of intervention planning and progression
of exercise programs from simple to complex will be analyzed throughout the course. Various types of
symptom clusters will be presented and students will develop exercise programs accordingly. 2 credits
DPT 604 Physical Therapy Examination I
This course is specifically designed for the entry-level physical therapy student preparing for their first
clinical affiliations. Comprehension and application of the techniques covered in this course are basic to
the broad practice of physical therapy. The course will combine the knowledge gained from previous
courses with the theory and practice of physical therapy examinations. The theoretical foundations and
practical applications of various tests and measures will provide the student with the tools to perform a
systems review and examine patients with cardiopulmonary, neurological, musculoskeletal, and
integument dysfunction. Lectures, discussions, audio-visual presentations, laboratory demonstrations and
practice will be incorporated to provide the student with a firm understanding of the basic evaluative test
and measures used in physical therapy as used in individuals across the lifespan. It is recognized that this
course will provide a base upon which subsequent courses will build with more advanced evaluative
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techniques. 3 credits
DPT 605 Research Methods
During this course, students will explore research methodologies including analytical, descriptive,
experimental and qualitative. Methodological and evaluative research studies will be examined and
ethical issues in research raised. Informed consent will be discussed along with the purpose and function
of the Institutional Review Board (IRB) Committee. Topics include: principles of measurement,
populations and samples, probability and non-probability sampling techniques, experimental control and
design, and research hypotheses. Students will read the research literature in order to identify areas of
interest as well as significant and meaningful clinical problems that may serve as potential research topics
for the research project. Student research study groups will formulate the initial phases of the
comprehensive research proposal including the introduction and part of the methodology that includes
subject selection and the elements of informed consent where human subjects are involved. Student
research groups will select and/or be assigned a faculty research advisor who will work with them to
refine research proposals, prepare documents for submission to the IRB Committee, and carry out
research projects during the third year. 2 credits
DPT 606 Cardiopulmonary System: Evaluation and Management I
This course is designed to integrate the physiology and pathophysiology of the cardiopulmonary system
and to relate these foundation sciences to intervention and prevention strategies for cardiopulmonary
impairments, limitations and disabilities. Emphasis will be placed on basic examination and evaluation of
the cardiopulmonary system, differential diagnosis of cardiopulmonary practice patterns, prognoses,
therapeutic interventions, wellness and prevention programs. Basic ECG interpretation and other
cardiopulmonary diagnostic testing will be introduced. Students will be able to plan and implement
Phase I cardiopulmonary rehabilitation plans of care including intervention strategies for well and
compromised clients of all ages and all backgrounds in settings that include general acute care, and
ICU/CCU. To facilitate this process, a problem solving approach will be utilized throughout the course in
addition to lecture and laboratory sessions. 2 credits
DPT 607 Integument System Evaluation and Management
This course is a clinical course designed to provide the Physical Therapy student with the
knowledge, skills, and analytical abilities to examine, evaluate, diagnose, formulate a plan of care
with prognosis, and manage patients with integument disorders such as impaired integument
integrity, burns, edema, and restricted lymphatic drainage. A thorough exploration of connective
tissue layers, connective tissue repair, and wound healing will precede discussion of the principles
and techniques of massage, myofascial release, wound care intervention, and ulcer prevention.
Lecture, demonstration, and group problem solving activities will help the student use critical
thinking to synthesize available case information into a well-designed plan of care. Laboratory
practice will develop the manual skills necessary for the student to execute the plan of care
skillfully, with special focus on massage and myofascial release. 2 credits
DPT 609 Physical Therapy Interventions II
This course is designed to introduce the physical therapy student to the use of modalities, including
both physical agents and electrotherapy, as interventions in clinical practice. This course will
provide the student the guidance to evaluate literature regarding thermal and physical modalities.
Through collaborative efforts, students will review literature and apply information to case studies
and present to fellow classmates and course instructors. Students will participate in role-play with
therapeutic modalities. This will provide the experience needed to develop proficiency in the
practical use of modalities as a physical therapy direct intervention. The physics, chemistry,
physiological effects, indications and contraindications along with the application of each modality
will be studied. 2.5 credits
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DPT 610 Clinical Education Affiliation II (8 weeks)
This is the second affiliation for Physical Therapy students following two years of didactic and clinical
training. The affiliation provides students with the opportunity to enhance their clinical decision-making
skills in the application of the patient client management model. Application and practice allow the
student to build confidence in all aspects of patient care. Students are encouraged to explore their role as
well as the role of various members of the health care team as they design and implement the plan of care
for their patients. As students progress through the Clinical Education sequence they develop an
understanding of the PT’s role as a consultant and as a team member working with PTAs and other
supportive personnel. Students should demonstrate the initial ability to function professionally in these
roles. 4 credits
DPT 611 Professional Development III
DPT 611 is structured to provide the students with an expanded perspective of the realities of being
a professional, a student and a team member within the health care system. The students will reflect
upon the role of physical therapists (PT) in the provision of secondary and tertiary care. Classes
within this seminar series will allow the students to investigate the role of the physical therapist
assistant (PTA) and the manner in which PTs provide direction and supervision of the PTA in
certain elements of the patient/client management. The student will examine different types of
communication style in order to deal assertively, with respect to cultural and socio-economic
differences, with situations that may arise in future clinical affiliations. The students will describe
their perceived benefits in the use of reflective journals. 1 credit
DPT 612 Musculoskeletal System Evaluation & Management I
This course will emphasize examination, evaluation and intervention for dysfunction in the
musculoskeletal system. Emphasis will be placed on an understanding of the pathophysiological basis for
musculoskeletal dysfunction and the integration of the therapeutic process for the restoration of function
of the patient with dysfunction of the musculoskeletal system. This class presents the physical therapy
student with the fundamental principles and concepts as they relate to musculoskeletal clinical practice
and will progress to exposure to, and integration of, accepted intervention and advanced therapeutic
techniques. The role of joint mobilization as a type of intervention is introduced. Through lecture,
laboratory, and problem solving sessions we will investigate all musculoskeletal practice patterns.
6 credits
DPT 613 Neuromuscular System Evaluation & Management I
When given the responsibility of being part of the rehabilitation team working with a patient with a
neurological dysfunction, the physical therapist performs an examination, evaluates the result of the
examination, formulates a physical therapy diagnosis, determines the prognosis, develops a plan of care
and performs interventions that lead to enhancement of function. Via lecture, group activity, literature
search and laboratory practice, the student will learn the theories and applications of these processes.
5.5 credits
DPT 614 Lifespan III
This final course in the Lifespan series is intended to inform the student about the particular physical
issues associated with aging. Information provided in this course about how the aging process affects the
systems of the body will prepare the student to evaluate and manage the physical therapy related issues
and movement dysfunctions found in the aging population. As this population is expected to increase at
an extremely fast rate over the next decade, it is of great importance that graduating Physical Therapists
develop an understanding of the specific conditions that face the aging individual, and learn to utilize the
appropriate evaluative, assessment, and intervention skills. 2 credits
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DPT 615 Statistical Applications for Research
Students study a broad spectrum of research methodologies including analytical, descriptive,
experimental, qualitative, methodological and evaluative research studies, as well as ethical issues
in research , informed consent and the purpose and function of the IRB Committee. Principles of
measurement, populations and samples (probability and non-probability sampling techniques),
experimental control and design, and research hypotheses will be emphasized. In DPT 615 students
will read the research literature in order to identify areas of interest as well as significant and
meaningful clinical problems that may serve as potential research topics for the research project.
Student research study groups will formulate the initial phases of the comprehensive research
proposal including the introduction and part of the methodology that includes subject selection and
the elements of informed consent where human subjects are involved. 2 credits
DPT 616 Integrative Case-Based Recitation
The purpose of this course is to continue the training of the physical therapy student to a problem
solving process when confronted with a patient. A case study will be presented to groups of students
who will over the course of the term determine the appropriate evaluations, assessments, treatments,
interventions, and goals. The problems that students are expected to solve in this case study will be
more complex, reflecting the additional coursework and clinical experiences that they have
received. The students will present their case to the rest of the class on the last day. .5 credits
DPT 618 Physical Therapy Interventions I
Physical Therapy Interventions I is a clinical course designed to introduce the Physical Therapy student to
common physical therapy interventions. The student will participate in interactive learning activities that
will guide the development of proficiency in basic physical therapy interventions. Through lecture,
laboratory, role playing and group problem solving the student will learn to use critical thinking to
analyze the situation, identify the problem, synthesize the solution and communicate this sequence with
other health care professionals and patients / clients. Problems introduced are representative of those the
first year student will encounter in clinic. Interventions learned will be useful for situations both simple
and complex. 2 credits
DPT 619 Kinesiology
Kinesiology presents the physical therapist with information to analyze normal human motion. The
ability to examine, evaluate and design a plan of care is dependent upon a therapist’s thorough
understanding of kinesiology. Kinesiology is the study of normal human motion. This course will
emphasize the analysis and examination of normal motion and muscle function to prepare the student for
understanding pathologic function as well as providing a foundation for understanding current trends in
rehabilitation. This course covers the topics of biomechanics, joint structure and function, muscle
structure and function, with emphasis on the extremity joints as well as the vertebral column. Students
will learn about human gait and posture. The student will participate in human movement analysis and
activity analysis. This course will provide a comprehensive overview of the principles needed to
understand human function and dysfunction. 4.5 credits
DPT 650 Clinical Education Affiliation III
This is an eight-week full-time affiliation scheduled in the middle of the third year of Doctor of Physical
Therapy curriculum. It is third out of four full-time affiliations. Students are encouraged to progressively
assume a caseload and to develop flexibility in their patient/client management approaches. Students
should be able to treat progressively more complex patients competently and to progress their patients
appropriately. The learning experiences provided allow students to screen, examine, diagnose,
prognosticate and design a plan of care for various patient populations across the lifespan utilizing
increasingly higher level problem-solving skills. Students are encouraged to incorporate health and
wellness programs into all aspects of their patient care and to utilize skills learned in educating consumers
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and the public about health and prevention activities. 4 credits
DPT 652 Musculoskeletal System Evaluation and Management II
This course will cover the examination, evaluation, diagnosis and prognosis of disorders of the vertebral
column; including cervical, thoracic, and lumbar spines, the sacrum and the sacroiliac joints. Students will
learn spinal mobilization techniques and other interventions such as postural re-education. Body
mechanics and industrial rehabilitation will be covered as well as rehabilitation of temperomandibular
disorders. 3.5 credits
DPT 653 Neuromuscular System Evaluation and Management II
This is an advanced hands-on course in the physical therapy curriculum designed to help the student
synthesize information on normal and abnormal development, anatomy and pathophysiology as it relates
to the pediatric patient. This course is designed to foster an understanding of pediatric disorders affecting
the neuromuscular, cardiopulmonary and musculoskeletal systems. Students will explore the various
physical therapy examination, evaluation and intervention approaches to be able to determine appropriate
physical therapy diagnoses and prognoses and ultimately prepare a plan of care for the pediatric patient.
Various intervention methodologies will be analyzed and appropriate plans designed for the pediatric
patient population. After completing this course it is expected that students will be able to integrate
information from this course and its prerequisite courses in examining and evaluating the pediatric patient
to provide a diagnosis and prognosis as well as plan and implement appropriate treatment interventions
for children with specific diagnoses and impairments. Students will be able to prescribe assistive devices
and adaptive equipment when necessary. Finally, students will understand and value the role of each team
member, including the parent or caregiver, in the multidisciplinary treatment of the pediatric patient.
4.5 credits
DPT 654 PT Interventions IV
PT Interventions IV presents information on prosthetics and orthotics. This includes information on
artificial limbs and braces and allows the physical therapist to help in the selection of the proper
devices for their patients and to train them in the uses of these devices. This course presents
information on the design, biomechanical principles, fit and function of prostheses, and an
introduction to the principles of orthotics. In addition, patient treatment, training and prosthetic care
are discussed. 3 credits
DPT 655 Research Project
Peer research study groups complete research projects under the supervision of their faculty
advisors including data collection, data analysis and preparation of the written research report.
Student research groups will schedule regular meetings with their faculty advisors during each
phase of the research project in order to insure reasonable progress towards successful completion
of the study. In addition, periodic seminar meetings will be scheduled with the entire class to
provide a forum for students to share their research experiences, both positive and negative, with
each other. As opposed to a typical thesis, the written research report will take the form of a journal
article prepared for submission for publication and/or a research paper prepared for submission for
presentation at a professional conference. 2 credits
HS 656 Education II: Colleagues and the Community
This required course is the second in a three-part education sequence designed especially for the
physical therapy curriculum. Integrating information about varied teaching styles and the principles
of adult learning, students will develop and conduct presentations for colleagues and community
members. They will design, evaluate and modify educational programs based on audience needs.
They will compare self-assessment with feedback from others to develop professional development
plans. 2 credits
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DPT 660 Clinical Affiliation IV
DPT 660 represents the fourth and final clinical rotation for the graduating entry-level doctor of physical
therapy student. Scheduled after the completion of academic coursework, this full-time supervised
clinical experience in selected health care settings takes place in two stages spread over 16 weeks: Stage I
occurs during the initial 8 weeks and Stage II is completed after the last 8 weeks. The affiliation will
culminate with a clinical education doctoral project that explores in depth one aspect of the physical
therapy profession and addresses the needs of the clinical affiliation site. 8 credits (formerly 10 credits)
DPT 661 Professional Development IV
This final seminar series will help prepare the graduating Doctor of Physical Therapy to contribute to the
field of physical therapy in any area of professional practice, including clinical practice, education,
administration, professional service, and research. Students will reflect and analyze the role these areas of
practice play in shaping clinical education and the profession of physical therapy. Students will also
explore current professional issues such as ethics, evidence-based practice, and generic professional
abilities as well as prepare for entry into the professional job market. The seminars will provide a rich
source of ideas for the development of a culminating clinical education project to be implemented during
Stage II of the final affiliation and for the development of their future careers as potential leaders in the
profession. 1 credit
DPT 662 Cardiopulmonary System Evaluation & Management II
This course in the advanced evaluation and intervention for the cardiovascular and pulmonary patient will
include advanced ECG interpretation including stress testing. Recent advances in cardiopulmonary care
as well as ischemic cardiac conditions, cardiac muscle dysfunctions, COPD and restrictive lung
dysfunctions and their implications for physical therapy will be discussed. Students will be able to create
Phase II and III cardiac and pulmonary rehabilitation plans of care. 2 credits
DPT 663 PT Examination II: The Complex Patient
This course will focus on the consideration of multiple systems when examining and designing a plan of
care for complex multi-symptom patients across the life span. Guided self/group study, research of the
literature that forms the relevant evidence base, and discussion with expert and novice clinicians will lead
to professional demonstrations and presentations. Self-reflection, constructive criticism, and new or
emerging information will be incorporated to allow a global approach to the individual and complex
patient. Groups will meet with faculty mentors on a scheduled basis to discuss each week’s independent
work. 2 credits
DPT 664 Professional Service
This course is designed to promote the importance of professional participation and service. Through
participation in professional activities, students will understand the organization of the physical therapy
profession and how the governance of physical therapy practice and education affects physical therapists
and the care of their patients. Students will have an opportunity to become advocates of the profession at
the local, state, and national level, witness and participate in the governance of the profession; take part in
discussions of professional issues such as ethics and direct access; and interact with physical therapy
professionals at different career levels and in varied clinical specialties. The student and their faculty
advisor will customize and conduct the student experience as an independent study, following the
guidelines established here. Every student in the Touro College Physical Therapy Program is required to
be a member in good standing of the American Physical Therapy Association (or other professional PT
association) as well as attend three professional physical therapy meetings. 1 credit
DPT 665 Research Seminar
Student research study groups present the results of their research projects. While students have the major
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responsibility for research presentations, faculty advisors may assist in the presentations. All
presentations in the research seminar will follow a format similar to professional conferences, and
students are expected to make use of audio-visual materials (e.g. slides, overheads, power-point,
handouts, etc.), and be subject to the usual time constraints of approximately 15-20 minutes per
presentation including questions, comments and discussion. Students engage in a comprehensive
evaluation of the entire research experience. Students will be asked to reflect on and share their
individual and group experiences in all phases of the research project. Self, peer and faculty assessments
will be required in this course. 2 credits
DPT 690 The Foot and Ankle (formerly PT 357)
This elective focuses on advanced skills in the evaluation and management of foot and ankle and related
lower extremity dysfunction. A sound biomechanical approach that addresses lower extremity
dysfunction will be presented as a major focus in considering examination and intervention. The
biomechanical analysis of the lower extremity is integrated with manual therapy, exercise intervention,
and foot orthotic management (including trial orthosis fabrication and casting) for patients throughout the
lifespan that present with multiple dysfunctions. This elective requires program approval. 1 credit
DPT 691 Introduction to Hand Therapy (formerly PT 371)
A senior elective course aimed at refining the student’s ability to critically examine and evaluate
patients/clients with hand injury and/or dysfunction. The student will compare and contrast new
examination and intervention techniques related to the hand, wrist, and forearm. Students will also have
several opportunities to design intervention programs and fabricate upper extremity splints. This elective
requires program approval. 1 credit
DPT 692 Advanced Spinal Manual Therapy
This 30-hour advanced spinal course emphasizes the use of osteopathic muscle energy technique (MET)
in the management of Type I and II somatic dysfunction of the vertebral column. In addition, sacral
dysfunction will be evaluated and treated with specific muscle energy procedures as described in the
osteopathic literature. This course will include formal lectures, as well as supervised lab sessions. Thrust
procedures will be demonstrated for various impairments covered. This course requires program
approval. 2 credits
DPT 710 Research Methods/ Statistics
This course is designed to introduce students to the process of interpretation, analysis and evaluation of
research in physical therapy; to develop a scientific approach to problem solving in clinical practice; and
to encourage critical thinking in the assessment of new as well as established intervention protocols.
Emphasis will be placed on the integration of research methodology with the appropriate statistical
treatments that logically complement specific research designs in clinical research. Preference will be
given to the analysis and evaluation of research studies that examine significant clinical problems
including the efficacy of new as well as established intervention protocols in order to assess the
relationship of research to clinical evidence-based practice. Students are expected to integrate basic and
advanced statistical treatments with various research design strategies utilized in clinical research in
physical therapy. Emphasis will be placed on the ability to select and evaluate the appropriate parametric
and/or non-parametric statistical tests for use with normal and/or special and non-normal sample
populations, respectively. With the integration of advanced statistical procedures that make use of nonparametric tests students will assess the limitations of statistical inference, especially where categorical
qualitative or subjective data and/or non-normal populations are considered. Special attention will be
given to ethical considerations in the use of human subjects in clinical research. In addition, this course is
designed to prepare qualified students to carry out independent research work in DPT 795/796
(Doctoral Project). 4 credits
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DPT 715 Evidence-Based Practice in Physical Therapy
The purpose of this course is to introduce the concept of Evidence-Based Practice and to explore these
concepts as they relate to clinical practice. Strategies for development of this type of practice will be
examined, including introduction and maintenance of an evidence-based practice in various settings.
At the completion of this course the student will be able to define evidence-based practice, critically
analyze available scientific evidence, utilize the principles of evidence-based practice to evaluate a patient
case, integrate research evidence and clinical expertise into patient care, demonstrate skill in the use of
technology to locate research evidence, and efficiently initiate and carry out a web-based search. 1 credit
DPT 720 Advanced Teaching and Learning
This course was designed for advanced physical therapy students who elect to specialize in
education. Theories of teaching, learning and adult development provide the foundation for
constructing effective educational experiences both in the classroom as well as in the clinic. At the
end of this course students will be able to review assertive versus passive or aggressive communication
strategies; translate technical information into “everyday” language so the collaboration with patients,
caregivers and other professionals is possible; integrate theories of adult development into teaching
methods that address characteristics of individual learners, differentiate among various theories of
learning as applied to adult learners, examine collaborative and active learning strategies; choose
appropriate teaching strategies based on content to be taught, learning environment and characteristics of
learners; and integrate information on learning styles into teaching strategies and integrate information on
learning theories, motivation, memory and learning styles. 2 credits
DPT 725 Management I: Health Care Delivery
This course is designed to provide the student with health care administration and management principles.
During the course, the students will identify and analyze current issues in the health care setting. The
students will compare and contrast different practice settings and will problem-solve situations from
rehabilitation environments. The focus will be on contemporary, relevant managerial and leadership
issues with “real life” examples in the rehabilitation environment. Critical topics to be explored will
include managerial principles and functions; leadership and decision making; quality assurance and
accountability; organizational structure, financial and reimbursement concerns; marketing and customer
relations; and the regulatory and external environment. 1 credit
DPT 730 Management II: Physical Therapy in a Private Practice
This course is aimed at providing the participant with a theoretical basis of successful management
principles as well as practical implementation strategies for these principles as they apply to the field of
Physical Therapy. The course will include emphasis in basic management principles, performance/quality
management strategies, marketing & business plan development; and enhancement & maintenance of
quality care including outcome analysis. Upon completion of the course the participant will have been
provided the management background needed in order to more effectively provide high quality,
efficient rehabilitation services in a changing marketplace. 1 credit
DPT 745 Ethical Practice in Physical Therapy
Ethics in Physical Therapy Practice is a course which introduces the student to principles of ethics
addressing such things as professional practice issues, ethical issues in research, and code of ethics and
dilemmas in ethics (ethical decision making). As an integral part of the Post-Professional DPT Program,
this course challenges the student to apply these principles to selected cases, as well as integrating the
information into their professional practice. It will facilitate the use of ethical principles when dealing
with various clinical and professional practice issues. 1 credit
DPT 750 Clinical Medicine
This course is designed to introduce the student to the field of clinical sciences. It uses a systems
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approach to describe the material needed to understand diseases that require direct intervention of a
physical therapist. This course is an integrated approach to clinical problem solving. This course will first
focus on etiology, signs and symptoms, diagnosis, prognosis, and management including pharmacological
treatment of common medical disorders encountered in both hospital and private practice settings. 2
credits
DPT 760 The Anatomic Basis for Differential Diagnosis
The purpose of this course is to emphasize the application of systems analysis principles to clinical
situations. The course goal is to improve the clinician’s ability to evaluate the patient’s complaint and
identify those patients who require additional medical evaluation. At the end of this course the student
will be able to consider the context of patient care in his/her clinical setting; assess patient complaints in a
logical deductive manner; obtain a complete history including a review of systems; identify the basic
skills of physical exam. In addition, the student will be able to adequately assess the clinical scenarios as
illustrated by relevant case studies. 1 credit
DPT 761E Spinal Stabilization Training
The course provides an understanding of the concept and application of the functional range of neutral in
the cervical and lumbar spine as a basis for stabilization training, exercise prescription and ADL reeducation in the spinal orthopedic population. In addition, this course explores the interrelationship of
anatomy, biomechanics and neurophysiology for the neuromusculoskeletal system. Emphasis is placed on
the evaluation of neuromotor regulation with identification of faulty movement patterns in both the upper
and lower quarters. The course emphasizes the use of specific home exercises to compliment manual
therapy for acute and chronic musculoskeletal dysfunction. Joint mobilization, manual stretching, selfstretching exercises and neuromotor retraining exercises are demonstrated and practiced by the
participants. 2 credits
DPT 762E Treatment of Lumbar/Pelvic Dysfunction
Builds upon clinical and didactic knowledge presented in basic courses relating to the lumbar spine,
pelvic girdle, and lower extremities. A review of the anatomy, arthrokinematics and pathomechanics of
the articular and myofascial structures are included. Emphasis is placed on integrating, synthesizing,
and sequencing techniques to specific dysfunction enumerated in the lower half. Further emphasis is
placed on evaluation and treatment of the lower extremities, including gait mechanics as they relate to the
pathogenesis of dysfunction in this region. Selected topics also include the integration of “functional
technique” and “strain-counterstrain” as alternative approaches to “direct method”. An introduction to
high velocity technique as related to lower half is also included. 2 credits
DPT 764E Advanced Skills in Extremity Treatment
The course is designed to teach examination, detailed assessment, biomechanics, and treatment
techniques including their effects and rationale of the upper and lower extremity musculoskeletal systems
including relating them to spinal dysfunction and pathology. There is a focus on a practical, hands-on
overview of safe, effective and specific technique procedures. The emphasis will be on techniques,
which may be immediately integrated into the approach of each practitioner. 2 credits
DPT 766E Functional Orthopedics I
This course will emphasize the principles and skills of soft tissue evaluation and treatment and the
integration of these skills with PNF and joint mobilization. The concept of the human body as an
interconnected dynamic system will be stressed. Observed changes in structure, posture, and movement
will be correlated to soft tissue dysfunction. Emphasis is placed on the evaluation of the soft tissue
structures and the application of specific treatment techniques to normalize any identified dysfunction. 2
credits
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DPT 767E Foot and Ankle
Provides students with an in-depth review of the anatomy, physiology, arthrokinematics and
pathomechanics of the foot and ankle, as related to the lower extremity kinetic chain. Emphasis is
placed on the study of normal and abnormal mechanics of the foot and ankle in both the open and
closed kinetic chains. Evaluation and treatment of various foot and ankle dysfunction are included
and the students are exposed to current methodologies regarding the evaluation for and the
fabrication of neutral subtalar orthotic devices. 2 credits
DPT 768E Treatment of Cervical / Thoracic Dysfunction
In this course students will learn advanced musculoskeletal examination skills of the cervical spine, thoracic
spine and costal cage based upon a thorough review of relevant anatomy, physiology, and
pathophysiology. Treatment options include myofascial techniques, joint mobilization, muscle energy,
therapeutic exercises, and home program instruction. An equal amount of time will be spent in lecture and
supervised lab sessions. At the conclusion of this advanced manual therapy course, students will be able to
manage complex patients seen in the clinic who present with significant impairment and functional
limitation in the upper quarter and thoracic cage including those patients who present with headache of
cervical origin. 2 credits
DPT 770E Physical Therapy Practicum
This course is an elective independent study course in the DPT Program. This course is designed to both
accommodate and encourage student interest in independent research and practice. In addition, it provides
students with an opportunity for collaborative work with faculty or clinical mentors on research problems
of common interest that can make contributions to the improvement of clinical practice in physical
therapy. 2 credits
DPT 771E The Psychology of Aging
This course will provide a survey of major topics regarding the psychology of aging. Areas of focus
include memory and cognition, sensation and perception, personality, emotion, physical and emotional
health, spirituality, life transitions (including dying and bereavement), and the older adult’s
social (e.g., family, friends) and cultural environments (e.g., ageism). Additionally, the course focuses
on those aspects of aging that are of particular interest to physical therapists; namely, health/illness,
psychopathology and clinical intervention. The course will integrate important clinical issues such as
psychological manifestations of physical diseases/illnesses/functional limitations and disabilities with an
overview of theories of change, behavior modification theory, and motivation. Individual and
social/cultural factors, e.g., gender, race/ethnicity, health and socioeconomic status, influence the experience
of aging. Students will gain understanding as to how these factors influence the older adult’s experience
with life and its transitions. The course takes a biopsychosocial approach to understanding human
experience and behavior. 2 credits
DPT 772E Physiology of Aging & Clinical Implications
This course explores the demographic composition of the aging population in the United States,
from a historical perspective to the current status and on to forecasts for the next several decades.
Understanding the various theories of aging, principally developmental-genetic and stochastic, can
help physical therapists interpret the professional and lay literature as well as patients’ histories and
presentations. Probing the multiple dimensions of normal biological aging with emphasis on the
clinical implications for physical therapy is designed to enhance the students’ clinical effectiveness.
Evidence-based practice will be emphasized. 2 credits
DPT 773E Special Topics in Geriatrics
Physical therapists who treat older adults encounter both disorders not seen in younger patients
and different manifestations of disorders which do occur in younger patients. By in-depth
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analysis of selected disorders, course registrants will have a model for approaching these and
other clinical entities which arise among the elderly. Evidence-based practice will be emphasized.
2 credits
DPT 775E Geriatric Nutrition for Physical Therapists in Clinical Practice
This course is designed for graduate students in physical therapy who are preparing to work with
older adults. Geriatric Nutrition provides the practitioner with the knowledge, skills and abilities
necessary to assume an active role as a member of the health care team that makes decisions
regarding the nutritional health of older individuals. The overall theme of the course is successful
aging, and the role of the health professional in helping older adults reach this goal. Appropriate
dietary and exercise programs are a cornerstone of successful aging and can improve the quality of
life of all older individuals regardless of their present health status. While there has been an
increased emphasis on research in nutrition and aging, many questions remain unanswered. The
research literature reports conflicting findings in studies evaluating the nutritional and metabolic
requirements of older people and their role in the development of chronic and nutrition related
disorders. DPT 775 presents the current thinking and emerging knowledge regarding the nutritional
needs, problems and delivery of care in the aging. Where possible, both descriptive and
experimental evidence are presented to encourage the therapist to critically evaluate the status of
nutrient needs in older adults and to develop appropriate strategies to improve the nutritional
health of older individuals. National statistics comparing the dietary, anthropometrics and
biochemical status of aging populations in the United States is provided, and new data from the
Continuing Survey of Food Intakes of Individuals conducted by the US Department of Agriculture as
well as the Third National Health and Nutrition Examination Survey being conducted by the US
Department of Health and Human Services are examined. 2 credits
DPT 776E Elder Balance & Gait
Mobility is a key element in function at any age. This course examines the age-related changes in posture,
balance, coordination and gait and provides ways of documenting function in the clinic and home.
Students will explore a wide range of therapeutic exercises designed to improve mobility. Consideration
of intrinsic and extrinsic causes of falls among the elderly leads to ways of changing both the
environment and the ways that older persons perform to reduce the likelihood of falls. Lifelong wellness
programming and community resources will be investigated. Evidence-based practice will be emphasized.
2 credits
DPT 780E Proprioceptive Neuromuscular Facilitation
This course will present the principles, philosophy and procedures to be used as a component of the
manual evaluation and treatment of orthopedic and neurological dysfunctions. The information presented
asserts the basic premise that all given movement dysfunctions, regardless of prevailing diagnosis,
respond better to treatment when the principles are applied, either within the PNF approach or with other
manual therapy approaches. The content will include philosophy and principles of PNF, movement
assessment and re-education of the trunk, posture and movement assessment and re-education, and sitting
and gait assessment and re-education. 2 credits
DPT 781E Motor Science and Motor Learning: Implication for Physical Therapy
This course consists of fundamental principles, limitations, and clinical implications of the theories of
motor control and motor learning influencing clinical practice. Incorporation of constructs from motor
learning and motor control theories into therapeutic interventions for individuals with movement
pathology resulting from movement dysfunction is included. 2 credits
DPT 783E Advances in Neuromuscular Rehabilitation
This course is a survey of current issues and trends in neuromuscular rehabilitation. Emphasis will
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focus on the theory and current research of Constraint-Induced Therapy, Partial-Weight Treadmill
Training, and Central Pattern Generators. In addition, the theory, research and principles of these
treatment interventions will be applied to clinical practice for various patient populations. The
course will include a historical perspective of motor learning theory, a clinical perspective including
videos and/or case studies and presentations of clinical case studies. 2 credits
DPT 785E Introduction to Neurodevelopmental Treatment: Management of Children with
Cerebral Palsy
This course is designed to acquaint physical, occupational, and speech therapists with the basic concepts
and philosophy of Neuro-Developmental Treatment (NDT). This approach to the treatment of children
with cerebral palsy and related disorders was developed by Dr. and Mrs. Bobath. Lecture topics
include normal and abnormal skill acquisition, descriptions of the types of cerebral palsy,
assessment and treatment planning, and the team approach. In addition, the workshop provides an
opportunity for supervised lab work and treatment demonstrations by the instructor. 2 credits
DPT 787E Advances in Pediatric Rehabilitation
The course is designed to explore some of the current issues and trends in pediatric rehabilitation.
Utilizing lectures, demonstrations and a case format, the students will be exposed to treatment of
children with orthopedic problems, respiratory problems, neuromuscular and low and high tone
children. Emphasis will be placed on the presentation and discussion of current research. Family
issues and alternative therapies will also be addressed. 2 credits
DPT 789E Management Planning
This course is aimed at providing the participant with a theoretical basis of successful management
planning principles as well as practical implementation strategies for these principles as they apply
to the field of Physical Therapy. The course will include emphasis on strategic planning, business
planning, operational planning, and project planning. It will examine the processes and tools for
completion of a business plan and the framework for successful marketing. Upon completion of the
course, the participant will have been provided the management background needed in order to
more effectively provide high quality, efficient rehabilitation services in a changing marketplace. 2
credits
DPT 795 & DPT 796 Doctoral Project I & II
Doctoral Project I & II in Physical Therapy represents the culmination of the transitional doctoral
program in physical therapy in which students carry out a significant research project under the
supervision of a faculty or clinical advisor as partial fulfillment for the requirements of the PostProfessional DPT Degree in Physical Therapy at Touro College. DPT 795 & 796 are designed to both
accommodate and encourage student interest in independent research. These courses provide students
with the opportunity for collaborative work with faculty and/or clinical mentors on important and
significant clinical problems of common interest that can contribute to the body of knowledge in physical
therapy and improve clinical practice. In addition, students are encouraged to pursue advanced
academic study and to seek professional careers in physical therapy that offer research experiences. 2
credits each
HS 201 Community Service
Every student in the Touro College’s School of Health Science is required to devote a minimum of
twenty-five (25) hours to community service as a graduation requirement. The purpose of this
requirement is to provide students in the Physical Therapy Department with an opportunity to learn from,
and give back to, the larger community. Through this experience students may interact with people from
different cultural and socioeconomic backgrounds. Students also will be exposed to their families,
friends, caregivers, health care and/or other community agencies. Students may work with individuals
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who have impairments, leading to functional limitations in the physical, cognitive, and /or socialemotional domains. Students also may elect to volunteer in agencies/programs designed to help people
who struggle with issues related to poverty, homelessness and/or hunger. Students may complete this
requirement at any time in their second or third year in the program. 1 credit
HS 402 Anatomy
This course is designed for the physical therapy curriculum as an introduction to the structure and
function of the human body and is a prerequisite for most of the other courses. The entire human body is
covered in lecture. The cardiopulmonary, neuromuscular and integumentary systems are studied as they
relate to their anatomic structures. Palpation laboratories introduce the student to the practical application
of surface anatomy. On the Bay Shore campus the laboratory involves cadaver dissection and prosection.
The initial presentations are systemic. Basic anatomic terminology, osteology, arthrology, angiology and
neurology are covered to provide a background for the subsequent regional lectures. 7 credits
HS 403 Physiology
In this course the PT student will learn the physiological processes of the body systems and their dynamic
inter-relationships. Correlation between didactic information and clinical examples will be incorporated to
promote critical thinking and prepare students for medical conditions encountered in the clinic. HS 403
provides the necessary prerequisites for other basic science courses that follow in the program. Students
are encouraged to deal with the body as a series of interrelated systems that constantly impact one
another. Bioinformatics are introduced to prepare the student for future courses in which literature
reviews and research are required. 5 credits
HS 416 Education I: Patient, Family, Caregivers
This required course is the first of a 3-part education sequence designed specifically for the physical
therapy curriculum. Teaching patients, family members and/or caregivers about impairments, physical
therapy interventions, home exercises, wellness, and injury prevention is an important skill for physical
therapists. Using appropriate, culturally sensitive communication strategies allows the physical therapist
to work effectively with individuals across the lifespan. Utilizing principles of learning and developing
varied teaching strategies prepare the student to interact successfully with others. Motivational
techniques and conflict resolution approaches provide the student with additional strategies for behavior
change. 2 credits
HS 417 Clinical Medicine
This course is designed to introduce the Physical Therapy students to the field of clinical sciences. It uses
a systems approach to describe the material needed to understand diseases that require direct intervention
of a physical therapist and analyze pharmacological management. This course is an integrated approach to
clinical problem solving, and will utilize histology and pathology in the evolution of diseases that affect
physical therapy practice. This course will first focus on basic histology and pathology so the student can
build on this knowledge in understanding the pathophysiology of different diseases. The course will focus
on the pathophysiology, etiology, signs and symptoms, diagnosis, prognosis, and pharmacological
management of common medical disorders encountered in both hospital and other patient settings. The
mechanisms of action, therapeutic uses, side effects and drug interactions will be explored. This course is
designed as an integrated approach of histology, pathophysiology, medicine and pharmacology with
special attention to situations encountered in physical therapy practice. 5.5 credits
HS 667 Administration
This course is designed to provide the student with health care administration and management
principles. During the course, the students will identify and analyze current issues in the health care
setting. The students will compare and contrast different practice settings and will problem solve
situations from rehabilitation environments. The focus will be on contemporary, relevant
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managerial and leadership issues with “real life” examples, from the rehabilitation environment.
Critical topics to be explored will include managerial principles and functions; leadership and
decision making; quality assurance and accountability; organizational structure, financial and
reimbursement concerns; marketing and customer relations; and the regulatory and external
environment. 3 credits
PTA 100 Physical Therapist Assistant I
This course is designed to introduce the students to their roles as Physical Therapist Assistant,
their relationship to the Physical Therapist in the delivery of selected interventions and the
appropriate behavioral criteria (generic abilities) required within the field of Physical
Therapy. Students will be exposed to issues involving communication and interpersonal
skills needed to interact with patients and their families, the Physical Therapist and other
members of the health care team. Other areas for discussion will include issues pertinent to
clinical education experiences such as working with the aged population, the terminally ill and
patients going through the dying process. The students will be introduced to the Disablement
Model that is used as the framework for treatment/intervention in “The Guide to Physical
Therapist Practice”. They will investigate accessibility issues and the function of APTA and
the NY State regulation of PT/PTAs and The National Assembly of Physical Therapist
Assistant (NAOPTA). This course is designed to also prepare students to become familiar
with frequently used medical terminology used in chart reading and note writing. 4 credits
PTA 110 Physical Therapist Assistant II
This course is designed to provide the Physical Therapist Assistant with knowledge, skills and
problem solving abilities to perform certain delegated supervised tasks viewed as foundation
elements of PTA work. Students will learn sterile techniques, and contraindications for proper
body mechanics, bed mobility, transfers, ambulation training with and without assistive devices,
measurements of assistive devices, and proper and safe stair climbing procedures, guarding
technique, vital signs, and therapeutic massage. Prerequisite: PTA 100. 4 credits
PTA 120 Physical Therapist Assistant III
This course is designed to introduce the Physical Therapist Assistant student to the use of physical
agents and universal precautions in physical therapy clinical practice. The course will provide the
students with an in-depth understanding of the indications and contraindications of certain physical
agents and will develop student proficiency in writing commonly used forms of physical therapy
documentation (narrative and sap format). The laboratory component of the course will allow the
students to gain hands-on experience in the application of physical agents, including electrical
stimulation, ultrasound, traction, vasopneumatic compression, paraffin, heat and cold, biofeedback,
hydrotherapy, and the use of universal precautions. The student will learn indications and
contraindications, along with rationales for the application of physical agents in physical therapy.
Prerequisites: PTA 100 and PTA 110. 4 credits
PTA 150 / 250 / 350 Clinical Education
These courses span from 4-6 weeks of full-time equivalent clinical experience. These affiliations are designed
to help the students transition from the world of academics to that of the clinical setting. Students will be
assigned to a number of different sites where they will be supervised by a Physical Therapist in their practice
of the skills of the Physical Therapist Assistant. Focus will be placed not only on the application of
intervention techniques, but on the development of professional and interpersonal behaviors as well. For PTA
250, PTA 150; for PTA 350, PTA 250. 1-1.5 credits each
PTA 151/251/351 Clinical Education Seminars
Each clinical education affiliation experience is accompanied by a clinical seminar in the preceding
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semester. These clinical seminars serve to prepare the student for the variety of issues that they will
encounter in the clinical setting including patient intervention, communication, interpersonal skills,
expectations of professional behavior, conflict negotiation, and problem solving. Prerequisites: For PTA
251, PTA 151; for PTA 351, PTA 251. .5 credits each
PTA 210 Kinesiology
This course is specifically designed for Physical Therapist Assistants. Kinesiology provides
students with the necessary knowledge and skills to understand normal human movement. It is the
basis for subsequent courses, more advanced techniques and the successful applications of patient
treatment. Kinesiology is the study of human motion. The course will emphasize the study of
joint motion, muscle function and biomechanics. The student will learn to palpate joints, bony
prominences and muscles. The student will become proficient at goniometric measurements,
manual muscle testing, palpation, postural assessment, and basic gait analysis. These skills will
enhance their role in assisting the Physical Therapist to progress toward their rehabilitative goals.
Prerequisite: GSB 117. Co-requisite: GSB 118. 4 credits
PTA 212 Physical Therapist Assistant IV
This course introduces the second year Physical Therapist Assistant student to common pathologies of the
musculoskeletal system and the management of related disorders across the lifespan. The importance of data
derived from basic tests and measures is reviewed for the trunk, lower and upper extremities. Instruction is
geared to the hands-on skills needed for successful intervention for orthopedic disorders, including stretching,
strengthening, and joint and soft tissue mobilization. Prerequisites: PTA 100, PTA 110, and PTA 210. 4
credits
PTA 214 Human Disease Processes
This course is designed to introduce PTA students to the field of medicine. Students will have knowledge
of commonly seen medical conditions affecting cardiopulmonary, integumentary, musculoskeletal and
neuromuscular systems. This course will examine etiology, pathology, diagnosis and medical/surgical and
/or pharmacological interventions frequently used. Students will be encouraged to develop good
communication skills with the supervising Physical Therapist and members of the health care team.
Frequently used medical vocabulary words will be reviewed. Prerequisites: GSB 117, GSB 118. 4
credits
PTA 235 Physical Therapist Assistant V
This course is designed to provide PTA students with in-depth information, skills and problem solving
abilities to work with adults and children with neurological conditions. The course will present the
fundamental principles and concepts as they relate to normal and abnormal development in children.
Through laboratory practice, lectures and small group problem solving assignments, the students will
develop the clinical skills to perform safe interventions as part of the patients’ rehabilitation care.
Prerequisites: PTA 100, PTA 110, PTA 120, PTA 212, PTA 210, PTA 214. 4 credits
PTA 245 Physical Therapist Assistant VI
This course is a special topics course which includes the etiology, progression and therapeutic
management of the client with spinal cord injury, integumentary disruption, and cardiac or pulmonary
impairments or disabilities. The role of the Physical Therapist Assistant in health care administration,
disease prevention, and education will be discussed and practiced using clinical case studies in an
interactive group setting. This course emphasizes clinical practice of therapeutic intervention, with special
emphasis on delineation of the role of the PTA as a team member in various practice environments.
Prerequisites: PTA 100, PTA 110, PTA 120, PTA 212, PTA 210, PTA 214. 4 credits
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PHYSICIAN ASSISTANT
HS 201, 202, 203 Independent Study - Community Service
Each student is required to complete an independent study course that involves community service to
individuals afflicted with physical and/or mental health problems. Upon completion of the community
service, the student prepares a paper, presentation, or project related to this experience. The two
major objectives of this course are: (1) to increase the student’s appreciation of the difficulties
experienced by the patient and his/her family and friends when illness and disability occur; and (2) to
sensitize the student to the personal satisfaction gained by community service and the potential
benefits of integrating community service with a lifelong career as a health-care practitioner.
HS 201 is required of all students in the School of Health Sciences. HS 202 and 203 may be taken as
additional electives, upon approval by the student’s advisor in the same or subsequent semesters. Students
may complete this requirement at any time between acceptance to the program and graduation. The
specifics of the experience and project undertaken are negotiated on an individual basis between the
student and the department faculty member advising the student for the project. 1 credit each
PAB 300 Human Anatomy (offered at Bay Shore campus only)
Consists of a series of lecture, demonstrations, and prosections designed to provide an understanding of
the structural and functional anatomy of the human body relevant to the needs of the physician assistant.
Sections covered are: general anatomical concepts, upper extremity and back, head and neck, thorax and
abdomen, perineum, pelvis, and lower extremity, and neuroanatomy. Coordinated with the anatomy
lectures are histology lectures which introduce the student to the structure and function of cells and tissues
of the body. 5 credits
PAB 301 Physiology
Provides an understanding of the physiological mechanisms by which the human body functions in health
and disease. Emphasis is given to the concepts that will be most frequently encountered in primary care
clinical practice, e.g. mechanisms of cardiovascular, neuromuscular, respiratory, renal, and endocrine
physiology. 4 credits
PAB 302 Microbiology/Immunology
Discusses the anatomy, physiology, and relationships of bacteria, fungi, protozoa, viruses, rickettsiae and
helminths. Included are lectures on the systemic diseases caused by these organisms, control of
microorganisms, antibiotics, the host-parasite relationship, and the establishment of disease. The immune
system is discussed in detail, including topics on resistance to disease, immunity and serology, and
immune disorders. 3 credits
PAB 303 Clinical Biochemistry
Provides an introduction to human biochemistry with relevant clinical correlations. Includes structure,
function of proteins, carbohydrates, lipids, and nucleic acids. The metabolism of carbohydrates, lipids,
proteins, amino acids, and nucleotides is studied. Also covered are effects of enzyme deficiencies,
biochemical and genetic mechanisms of human disease (e.g. diabetes, hemoglobinopathies, inborn errors
of metabolism), nutrition, and vitamin deficiencies. 2 credits
PAB 306 Human Anatomy
Consists of a series of lectures, multi-media computer projections, and demonstrations on anatomical
models, designed to provide an understanding of the structural and functional anatomy of the human body
relevant to the needs of the physician assistant. Sections covered include general anatomical concepts,
upper extremity and back, head and neck, thorax and abdomen, perineum, pelvis and lower extremity. 3
credits
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PAB 307 Microbiology/Immunology
Discusses the anatomy, physiology, and relationships of bacteria, fungi, protozoa, viruses, rickettsiae, and
helminths. Included are lectures on the systemic diseases caused by these organisms, control of
microorganisms, antibiotics, the host-parasite relationship, and the establishment of disease. The immune
system is discussed in detail, including topics on resistance to disease, immunity and serology, and
immune disorders. 2 credits
PAB 308 Neuroanatomy
Series of lectures designed to provide an understanding of the basic structural and functional anatomy of
the human central nervous system. The level of information is geared to the needs of the Physician
Assistant student in order to understand important clinical problems. 1 credit
PAB 309 Pathology
Students are introduced to the structure and function of cells and tissues of the body. General concepts of
disease are covered, including degeneration and necrosis, inflammation and repair, fluid and coagulation
disturbances, and general aspects of neoplasia. Disease entities in each organ system are studied with
regard to causation, evaluation, and morphology of pathological changes. 3 credits
PAC 405 Primary Care Medicine
Students are assigned to an out-patient department, primary care medical clinic or office practice, and
work directly with attending physicians and/or resident – PA staff. This rotation will provide students
with the opportunity to acquire the skills and knowledge necessary to serve a diverse cross-section of the
patient population, and to treat patients of all ages in an ambulatory care setting. Students will understand
how to provide family-oriented primary care services, including acute and chronic disease management,
health promotion as well as patient education and disease prevention. In addition, students will appreciate
the differences in the coordination, management and follow-up of the outpatient as compared to the
hospitalized patient, and when to refer the patient for hospital admission. 5 credits
PAC 410 Pediatrics
Students are assigned to work directly with attending physicians and/or resident – PA staff in either an
inpatient or an outpatient pediatric department, clinic, or office. Students will be given the opportunity to
participate in a variety of activities that are aimed at providing a comprehensive picture of the pediatric
patient’s growth and development from birth to adolescence. These include following a child’s height
and weight charts, immunization schedule, diet, psychosocial development and neurological development.
Students will become familiar with routine screening techniques and the diagnosis, treatment and followup of childhood illnesses. Students are required to attend daily rounds, grand rounds, scheduled lectures
and conferences while on the Pediatrics service. 5 credits
PAC 411 Pediatric Subspecialty
This rotation provides students with another pediatric clinical experience, and is available after a student
has completed the required Pediatrics rotation. This rotation takes place in a private pediatrics office
setting where students are assigned to work directly with the pediatrician. Students will appreciate the
differences between the in-patient setting and the out-patient management of pediatric and adolescent
patients. Prerequisite: PAC 410. 5 credits
PAC 420 Emergency Medicine
Students are assigned to work directly with attending physicians and/or resident – PA staff in the
emergency room setting. Students will rotate through the various areas of the Emergency Department,
including medical ER, surgical ER, pediatric ER, orthopedic ER, and fast track. Students are expected to
participate in daily rounds and to attend scheduled lectures and conferences. Students will be given the
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opportunity to learn and perform diagnostic and therapeutic procedures, and to participate in cardiac and
trauma resuscitations. 5 credits
PAC 425 Surgery
Students are assigned to work directly with attending physicians and/or resident – PA staff in the
Department of Surgery. Here, the student will become involved in all phases of diagnosis and treatment
of the surgical patient, including pre-operative, operative, and post-anesthesia care. Students will learn
the practical management of fluid, electrolyte and nutritional disturbances, post-operative infections, as
well as wound healing and wound care. Students will scrub into the operating room and observe and
assist in a variety of surgical procedures as assigned by the preceptor(s). They will also become involved
in the management of the critically ill surgical patient. Students are required to attend daily rounds, grand
rounds, scheduled lectures and conferences while on the Surgery service. 5 credits
PAC 430 Medicine
Students are assigned to the Department of Medicine and work directly under the supervision of the
medical house staff. Students medically evaluate hospitalized patients and follow their daily progress.
By doing so, students learn how to correlate history and physical findings with the patient’s physiological
and laboratory data and emotional state, in order to arrive at a differential diagnosis, formulate a treatment
plan and appreciate how to provide continuity of care. This ability to analyze, synthesize, and make
decisions is one of the primary objectives of this clinical experience. Students are given the opportunity
to develop skills and demonstrate competency in performing and interpreting a variety of medical
procedures and tasks. Attendance at daily rounds, grand rounds, medical conferences and an orientation
to the medical intensive care unit are required of all students. In certain settings, there are opportunities to
work with the assigned house-staff who are assigned to the medical clinic area, to monitor and follow up
patient management problems, and to participate in the formulation of their management plans. 5 credits
PAC 435 Long-Term Care
Students are assigned to work directly with attending physicians and/or resident – PA staff while they
gain practical clinical experience in working with the elderly and those patients who are suffering from
chronic diseases. Students are exposed to a wide variety of common geriatric and long-term care
problems. This rotation stresses that the student recognizes the normal aging process, so that they may
better identify and address any deviation from the norm. Students are required to attend rounds, grand
rounds, scheduled lectures and conferences while on the geriatric/long term care service. 5 credits
PAC 440 Obstetrics/Gynecology
Students are assigned to work directly with attending physicians and/or resident – PA staff in the
Department of Obstetrics & Gynecology. Students are responsible for in-patient care and OB/GYN
clinic. Students become familiar with the care and management of ante-partum and post-partum patients,
and they also acquire experience participating in deliveries. Students will perform pre-natal care such as
routine examinations of expectant mothers, as they progress through their pregnancy. Students become
familiar with the care and management of a wide variety of gynecological problems. Students are
required to attend daily rounds, grand rounds, scheduled lectures and conferences while on the OB/GYN
service. 5 credits
PAC 460 Psychiatry
Students are assigned to work directly with attending physicians and/or resident – PA staff in the
Department of Psychiatry, where they will learn a biopsychosocial approach to mental illness. Under the
supervision of an attending psychiatrist, students will evaluate in-patients and do follow-up evaluations of
those patients seen in the Psychiatric Emergency Room. Students will study the diagnoses and treatment
plans of child and adolescent patients. Students will observe the daily, intensive long-term treatment of
severely disturbed out-patients, and they will deepen their understanding of psychopathology, therapeutic
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community and team functioning. Students are required to attend daily rounds, grand rounds, scheduled
lectures and conferences while on the Psychiatry service. 5 credits
PAC 465 Infectious Diseases
This clinical learning experience takes place in both in-patient and out-patient settings. Students are
assigned to work directly with attending physicians and/or resident – PA staff in the Department of
Infectious Diseases. Students will develop proficiency in anti-microbial therapy, immunizations, the
work-up and management of infectious diseases, with special emphasis on AIDS and AIDS-related
illnesses. Also, students will become familiar with infectious disease control measures. Students are
required to attend rounds, grand rounds, scheduled lectures and conferences while on the Infectious
Diseases service. 5 credits
PAC 470 Orthopedics
This clinical learning experience takes place in both the clinic and hospital settings. Students are assigned
to work directly with attending physicians and/or resident – PA staff in the Department of Orthopedic
Surgery. They will have the opportunity to observe and “scrub in” to assist in orthopedic surgical cases.
Students will develop proficiency in the diagnosis and management of orthopedic problems in both the
adult and pediatric populations. Students are required to attend rounds, grand rounds, scheduled lectures
and conferences while on the Orthopedic Surgery service. Prerequisite: PAC 425. 5 credits
PAC 475 Surgery Subspecialty
This rotation is available after a student has completed the General Surgery rotation. The rotation
provides students with advanced training in surgical subspecialities, such as Cardiothoracic Surgery,
Plastic, and Reconstructive Surgery. Students are required to attend rounds, grand rounds, scheduled
lectures and conferences while on the service. Students are assigned to work directly with attending
physicians and/or resident – PA staff. They will have the opportunity to “scrub in” to assist in surgical
cases. Students will develop proficiency in the surgical work-up, intra-operative intervention and postoperative management of patients. Students will follow patients in the critical care setting and on the
floors. Prerequisite: PAC 425. 5 credits
PAC 480 Medicine Subspecialty
This rotation is available after a student has completed the required Internal Medicine rotation, and
focuses on the skills and knowledge necessary to be part of a specialty medical team. The rotation
provides students with advanced training in medical subspecialties, such as cardiology, gastroenterology,
neurology, etc. Students are required to attend rounds, grand rounds, scheduled lectures and conferences
while on the service. Prerequisite: PAC 430. 5 credits
PAC 485 Pediatric Subspecialty
This rotation is available after a student has completed a general pediatrics rotation. In this rotation, the
student will focus on skills and knowledge necessary to be part of a specialty pediatric team.
Prerequisite: PAC 410. 5 credits
PAC 490 Critical Care Management
This clinical learning experience is available after a student has completed the general surgery rotation,
and takes place in the Surgical Intensive Care Unit. Students are assigned to work directly with attending
physicians and/or resident – PA staff in the Surgical ICU, where they will develop proficiency in the
management of critically ill surgical patients. Students will become familiar with the placement,
maintenance, monitoring and removal of central venous lines, Swan-Ganz catheters, chest tubes and
arterial lines. Students will understand fluid and electrolyte management, become familiar with the
management of ventilator patients and the interpretation of arterial blood gas measurements. Students
will also become familiar with the pharmacological agents utilized in the care of the critically ill.
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Students are required to attend rounds, grand rounds, scheduled lectures and conferences while assigned
to the Surgical Intensive Care Unit. Prerequisite: PAC 425. 5 credits
PAC 495 Forensic Medicine
This rotation provides students with the clinical experience in which there is an interface between
medicine and the law. Students encounter deaths of patients, some of which will fall under the
jurisdiction of the Medical Examiner. The purpose of this rotation is to provide students with the
opportunity to observe and perform the tasks associated with PA’s who work as Forensic (medico-legal)
Investigators. Working with a Forensic Pathologist, students will be exposed to and participate in the
forensic autopsy. Students will also spend time in the forensic serology and toxicology labs. They will
be exposed to forensic anthropology, forensic odontology and forensic photography. Upon completion of
this rotation, students will understand the modern medical examiner system, the role of the Medical
Examiner, and their relation to the criminal justice system. The student will also experience the
interpersonal skills necessary when dealing with families who are coping with sudden and unexpected
death, public health and safety issues and medicolegal issues. Students are required to attend daily case
review, scheduled lectures and conferences while on the Forensic Medicine rotation. Prerequisite: PAC
430. 5 credits
PAM 305 Pathology
General concepts of disease are covered including degeneration and necrosis, inflammation and repair, fluid
and coagulation disturbances, and general aspects of neoplasia. Disease entities in each organ system are
studied with regard to causation, evaluation, and morphology of pathological changes. 2 credits
PAM 310 Physical Diagnosis I
This is the first semester of a 2-semester course consisting of lecture and laboratory. The lecture
component introduces the student to the concepts and techniques of medical interviewing, obtaining an
accurate history, and performing a complete and thorough physical examination. The course covers the
practical terminology utilized to record a medical history and physical examination. The laboratory
portion, taught in small group settings, emphasizes the hands-on skills necessary to perfect the techniques
of the physical exam. Wherever possible, students will have the opportunity to practice their skills on real
patients. Emphasis is also placed on perfecting the written history and physical. 3 credits
PAM 311 Physical Diagnosis II
This is the second semester of a 2-semester course consisting of lecture and laboratory. The lecture
component continues with general aspects of a normal physical exam, teaching the student to recognize
normal and abnormal findings, understand their significance, and accurately describe and notate them.
The laboratory portion, taught in small groups, emphasizes the hands-on skills necessary to perfect the
techniques of the physical exam. Wherever possible, students will have the opportunity to practice their
skills on real patients. Prerequisite: PAM 310. 2 credits
PAM 320 Psychosocial Aspects of Health Care I
Students are introduced to concepts in health psychology and behavioral medicine that identify the
psychosocial factors contributing to health and physical and emotional well-being. Defenses and
adaptations are discussed as related to the types of patients the students will work with. Other
psychological responses to acute and chronic illness, death and dying, and to the psychology of the
handicapped are discussed as they relate to the patient and the medical practitioner. Students are
introduced briefly to the fiscal realities of medical care and how they impact upon the delivery of health
care in this country. The role of the PA and pertinent legal, professional, and political issues are
discussed. An integral part of this course focuses on the theory and method of interviewing. Through
role-playing, students learn to deal with the diversity of personality types and cultural backgrounds in the
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establishment of a practitioner-patient relationship. Students are introduced to the concepts in
epidemiology to enable them to critically evaluate the medical literature. 2 credits
PAM 321 Psychosocial Aspects of Health Care II
Deals with aging and long-term care and continues building on the student’s awareness of the social
context in which health care is provided to the elderly and the chronically ill. The course emphasizes the
development of communication skills necessary to enhance the humanistic practice of geriatric medicine.
In addition, several lectures and seminars are geared toward evaluating the medical literature. Students
will apply what they have learned about measurement of disease occurrence, study design, validity, and
generalization of results, to critical reading of the medical literature. Prerequisite: PAM 320. 1 credit
PAM 322 Psychosocial Aspects of Health Care III
Students are introduced to issues of medical ethics. Topics discussed include ethical decisions at the
beginning and at the end of life, risk/benefit decision-making in medicine and human experimentation,
allocation of scarce resources, and where the decision-making responsibility should lie. The course also
includes seminars dealing with a variety of current issues regarding PA professional practice.
Prerequisite: PAM 321. 1 credit
PAM 330 Obstetrics/Gynecology
Normal anatomy and physiology of the female reproductive system are reviewed. The student is taught
how to perform an obstetrical history and physical, the process and management of normal pregnancy,
labor, and delivery and their associated complications. Clinical manifestations and treatment of common
gynecological problems such as venereal diseases, menstrual disorders and neoplasms are considered.
Patient education is stressed as a crucial part of the management plan. 2 credits
PAM 331 Pediatrics
Students are taught the physiological and psychological fundamentals of normal growth and development
as they pertain to the pediatric and adolescent patient. Topics covered are pediatric nutritional
requirements, preventive immunization schedules, and common childhood illnesses and their signs,
symptoms, and treatment. Students are introduced to the embryology of specific organ systems which
illustrates normal developmental anatomy and the embryological basis for congenital anomalies of the
systems. 2 credits
PAM 334 Emergency Medicine
Initial life-saving procedures on the critically ill and seriously injured are considered. Shock, trauma,
burns, gastrointestinal, and other emergencies are covered. Additionally, students are certified in
cardiopulmonary resuscitation. 1 credit
PAM 350 Medicine I
This course is system oriented and includes the etiology, recognition, and treatment of common diseases
in the following areas of clinical medicine: cardiology, pulmonary medicine, and hematology. The
anatomy, physiology and concepts of physical diagnosis relating to each system are reviewed. The
pathophysiology of disease states, differential diagnosis of symptoms and physical findings, along with
interpretation of laboratory and radiographic tests appropriate to each system are discussed. 4 credits
PAM 351 Medicine II
This course is system oriented and includes the etiology, recognition, and treatment of common diseases
in the following areas of clinical medicine: dermatology, rheumatology, and ophthalmology. The
anatomy, physiology, and concepts of physical diagnosis relating to each system are reviewed. The
pathophysiology of disease states, differential diagnosis of symptoms and physical findings, along with
interpretation of laboratory and radiographic tests appropriate to each system are discussed. 3 credits
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PAM 352 Medicine III
This course is system oriented and includes the etiology, recognition, and treatment of common
diseases in the following areas of clinical medicine: gastroenterology, nephrology, neurology,
and clinical psychiatry. The anatomy, physiology, and concepts of physical diagnosis relating to
each system are reviewed. The pathophysiology of disease states, differential diagnosis of symptoms,
and physical findings, along with interpretation of laboratory and radiographic tests appropriate to
each system, are discussed. 4 credits
PAM 353 Medicine IV
The course provides the etiology, recognition, and treatment of common diseases in the areas of
endocrinology and infectious diseases. It also includes a component in correlative medicine which
allows students to fully assimilate and utilize their medical and basic science knowledge along with
physical diagnosis skills to address the types of patient health-care problems they may encounter in a
clinical environment. This component utilizes the Problem-Based Learning Method as an
instructional model, wherein students work both in groups and individually to develop a logical
methodology of assessment of disease processes. 2 credits
PAM 355 Introduction to Surgery
Provides students with a basic understanding of surgical topics such as wound healing, surgical
techniques and pre- and postoperative management. Includes a surgery lab where students have hands-on
sessions in suturing, knot tying, gowning and gloving. 1 credit
PAM 356 Surgery
Encompasses general surgery and its subspecialties, orthopedics and otolaryngology. General surgery is a
continuation of PAM 355 and covers surgical diseases of the esophagus, stomach, intestines, circulatory
system, and urogenital system. The orthopedics section considers the diagnosis and treatment of sprains,
fractures, and dislocations, preparation and application of bandages, splints and casts. Common
orthopedic problems of the hand, knee, shoulder and back are covered. Included is a practical session in
casting. The otolaryngology unit reviews the structure and function of the ears, nose, parotid glands,
oral cavity, and larynx. Emphasis is placed on the recognition, diagnosis, and treatment of common
ENT disorders. Normal growth patterns, abnormalities, and the special senses (hearing, taste and
smell) are presented as each unit is presented. Lectures also cover the use of such basic diagnostic
modalities as audiograms, tympanograms, and direct and indirect nasopharyngoscopy. 2 credits
PAM 359 Introduction to Pharmacology
Presents the principles underpinning pharmacokinetics and pharmacodynamics. Also introduces to the
student the influences of drugs upon the autonomic nervous system. 1 credit
PAM 360 Clinical Procedures and Diagnostic Modalities
Deals with laboratory medicine, the technical skills of clinical laboratory medicine, diagnostic imaging,
and the procedure-oriented skills that students will require on rotation. The student learns basic clinical
laboratory determinations and values and their correlation with normal and disease states. Practical
sessions are given in urinalysis, hematology (CBC, hematocrit) and microbiology (Gram staining, pure
culture techniques, antibiotic spectrum). The student is introduced to imaging modalities and their
role in clinical medicine with emphasis on conventional radiography with some discussion of ultrasound
CT and MRI. Included are studies of the chest and abdomen, GI series, GU radiology, examination of
extremities and mammography. In the lab portion, the student learns the principles of sterile technique
and universal precautions. There are also hands-on sessions in phlebotomy, starting IVs, giving injections,
and placing urinary catheters and nasogastric tubes. 2 credits
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PAM 361 Introduction to Pharmacology
Presents the principles of underpinning pharmacokinetics and pharmacodynamics. Also introduces to the
student the influences of drugs upon the autonomic and central nervous systems. 1 credit
PAM 362 Pharmacology
A continuation of PAM 359. Provides the student with a solid understanding of a drug category's
mechanism of action, therapeutic uses, major side effects, warnings, and precautions. Classification of
drugs is covered in depth. Clinical case studies and problem solving sessions are also utilized. Practical
prescription writing and legalities of prescription writing as they pertain to PA’s are reviewed.
Prerequisite: PAM 359. 3 credits
PAM 364 Diagnostic Modalities
Deals with laboratory medicine, the technical skills of clinical laboratory medicine, and diagnostic
imaging. The student learns basic clinical laboratory determinations and values and their correlation with
normal and disease states. Practical sessions are given in urinalysis, hematology (CBC, hematocrit), and
microbiology (Gram staining, pure culture techniques, antibiotic spectrum). The student is introduced to
imaging modalities and their role in clinical medicine, with emphasis on conventional radiography with
some discussion of ultrasound, CT, and MRI. Included are studies of the chest and abdomen, GI series,
GU radiology, examination of extremities, and mammography. 2 credits
PAM 365 Medicine I
This course is the first of a series of system-oriented medicine courses that cover the etiology,
recognition, and treatment of common disease entities. This course covers the area of cardiology and its
associated tool, EKG interpretation. The anatomy, physiology, and concepts of physical diagnosis
relating to cardiology are reviewed. The pathophysiology of disease states, differential diagnosis of
symptoms, and physical findings, along with interpretation of laboratory and radiographic tests, and EKG
findings are discussed. 2 credits
PAM 366 Medicine II
This course is system-oriented and includes the etiology, recognition, and treatment of common diseases
in the following areas of clinical medicine: hematology, pulmonary medicine, and nephrology. The
anatomy, physiology, and concepts of physical diagnosis relating to each system are reviewed. The
pathophysiology of disease states, differential diagnosis of symptoms, and physical findings, along with
interpretation of laboratory and radiographic tests appropriate to each system, are discussed. 3 credits
PAM 367 Medicine III
This course is system-oriented and includes the etiology, recognition, and treatment of common diseases
in the following areas of clinical medicine: gastroenterology, endocrinology, dermatology, and
rheumatology. The anatomy, physiology, and concepts of physical diagnosis relating to each system are
reviewed. The pathophysiology of disease states, differential diagnosis of symptoms, and physical
findings, along with interpretation of laboratory and radiographic tests appropriate to each system, are
discussed. 4 credits
PAM 368 Medicine IV
This course is system-oriented and includes the etiology, recognition, and treatment of common diseases
in the following areas of clinical medicine - ophthalmology, neurology, psychiatry, and infectious
diseases. The anatomy, physiology, and concepts of physical diagnosis relating to each system are
reviewed. The pathophysiology of disease states, differential diagnosis of symptoms, and physical
findings, along with interpretation of laboratory and radiographic tests appropriate to each system, are
discussed. 4 credits
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PAM 369 Surgery I
This is the first in a series of courses dealing with surgical entities. Provides students with a basic
understanding of surgical topics such as wound healing, surgical techniques, and pre- and post-operative
management. This lays the foundation for more in-depth analysis of specialty areas in the subsequent
courses. Also covered are the surgical abdomen and basic concepts in anesthesiology. 2 credits
PAM 370 Surgery II
Encompasses the surgical subspecialties of orthopedics, otolaryngology, and neurosurgery. The
orthopedics section considers the diagnosis and treatment of sprains, fractures, and dislocations,
preparation and application of bandages, splints, and casts. Common orthopedic problems of the hand,
knee, shoulder, and back are covered. Included is a practical session in casting. The otolaryngology unit
reviews the structure and function of the ears, nose, parotid glands, oral cavity, and larynx. Emphasis is
placed on the recognition, diagnosis, and treatment of common ENT disorders. Normal growth patterns,
abnormalities, and the special senses (hearing, taste, and smell) are presented as each unit is presented.
Lectures also cover the use of such basic diagnostic modalities as audiograms, tympanograms, and direct
and indirect nasopharyngoscopy. The neurosurgery section considers trauma, neoplasms, cerebrovascular disease, degenerative spine disease, infections, and their surgical management. Prerequisite:
PAM 369. 2 credits
PAM 371 Surgery III
This is the last of a series considering topics in surgical subspecialties. Areas covered are pediatric
surgery, reconstructive, cardiovascular, and head and neck surgery. Included is a practical session in
surgical technique. Prerequisite: PAM 369.
2 credits
PAM 372 Emergency Medicine I
Initial life-saving procedures on the critically ill and seriously injured are considered. Shock, pulmonary,
cardiac and other emergencies are covered. 1 credit
PAM 373 Emergency Medicine II
This is a continuation of the emergency medicine course designed to give students an in-depth
understanding of the diagnosis and management of trauma, environmental, neurologic, and hematologic
emergencies. Specific pediatric emergencies are also considered. Emergency procedures are covered indepth. Prerequisite: PAM 372. 2 credits
PAM 374 Physical Assessment & Management
This course enables the student to develop and perfect skills that will be required on clinical rotations.
The course encompasses Histories & Physicals, Clinical Procedures, and Correlative Medicine. The H&P
component provides the students with direct patient contact wherein they can perfect their skills in
history-taking , physical examination, and writing H&Ps. In the Clinical Procedures component, students
learn the basic principles of sterile technique and universal precautions. There are hands-on sessions in
phlebotomy, starting IVs, giving injections, placing urinary catheters and nasogastric tubes. The
Correlative Medicine component allows students to fully assimilate and utilize their medical and basic
sciences knowledge along with physical diagnosis skills to address the types of patient health care
problems they may encounter in the clinical environment. This component utilizes the problem-based
learning method as an instructional model, wherein students work both in groups and individually to
develop a logical methodology of assessment of disease processes. 2 credits
PAM 375 Critical Care
Designed to prepare students to function as members of a critical care team in the ICU, CCU, and NICU.
Topics covered include basic physiologic needs of critical care patients, gas exchange kinetics and
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pathophysiology, management of multi-organ failure, burn trauma, and neonatal intensive care.
Prerequisite: PAM 369.
1 credit
PAM 376-377 Pharmacology I, II (formerly PAM 362-363)
A continuation of PAM 361. Provides the student with a solid understanding of a drug category’s
mechanism of action, therapeutic uses, major side effects, warnings, and precautions. Classification of
drugs is covered in depth. Clinical case studies and problem solving sessions are also utilized. Practical
prescription writing and legalities of prescription writing as they pertain to PAs are reviewed. 2 credits/1
credit
PUBLIC HEALTH
MPH 601 Fundamentals of Public Health Research
This course is designed to give students methodological and practical guidelines on how to approach and
address community health and public health problems, with the aim of applying these methods into an
original Masters Research Project to be finalized in the last semester. 3 credits
MPH 602 Essentials of Public Health
This course is designed to give students a strong basis in fundamental and contemporary issues pertaining
to the field of Public Health. Emphasis is placed in control and prevention of communicable and chronic
conditions; occupational health; environmental health issues; and violence as a public health problem.
Students will also learn about the organization of health systems in the United States and other countries
and will familiarize themselves with basic administrative and legal issues important for Public Health
practice. 3 credits
MPH 603 Human Health and Disease
This course is designed to give students who are not in the health professions an understanding of the
concepts and factors involved in human health and illness as well as an overview of the main types of
disease entities affecting humans. This course can be waived for students who belong to the health
professions or for other qualified students. 2 credits
MPH 604 Biocultural Basis of Health
This course is designed to give students a broad-based understanding of health as it relates to
biological, cultural and anthropological factors. The course incorporates views of human health and
disease within the larger natural, cultural and behavioral ecosystems. Comparative studies of
different belief systems and non-Western, traditional or alternative medical practices are offered for
comment and discussion. 3 credits
MPH 605 Health Care Delivery Systems
The course is designed to introduce students to general concepts of health care delivery and to the
characteristics and functions of some important delivery systems. Emphasis will be placed in
decentralized, community-based and primary care systems, ambulatory care systems as well as long term
care. 3 credits
MPH 606 Health Policy and Ethics in Public Health
A study of policy-analytic methods and policy-making processes in the context of the U.S. federal
system.
Topics include problem definition, agenda setting, the legislative process, and
implementation and evaluation of policies. Concepts and principles of policy analysis are applied to
specific problems presented in class. 3 credits
MPH 607 Introduction to Legal Procedure
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The course provides detail and discussion regarding the legal history of health care as well as
government regulations, laws, and policies related to Public Health and Health Care Systems. 3
credits
MPH 609 Master’s Research Advisement I
This course presents an introduction to the principles of doing research. This course will assist students
as future health care professionals and administrators in understanding how to put together a research
study. In particular, the language and concepts typically used to demonstrate a high level of competence
in a research study. After completing the course, students should have a basic idea of the structure of a
thesis and APA style. Course includes lectures, discussion, and interpretation of statistics in articles and
problem solving. This course should give students basic skills in thesis writing. 1 credit
MPH 610 Master’s Research Advisement II
The Masters Research Advisement Seminars I and II are designed as a “capstone” to the Program.
They provide an opportunity to demonstrate analytical ability and comprehensive understanding of a
subject. The Research work will allow the student to explore and analyze a problem, idea or set of
issues that is relevant to an area of concentration. 1 credit
MPH 611 Thesis Research Advisement I
This course continues the process of writing a Masters Thesis. This course will assist students as
researchers, clinicians, forensic experts, and administrators in understanding the full process involved in
scientific research by actually performing original research. In particular, students will be required to
demonstrate a high level of competence in a research study. After completing the course, students should
have completed the first three chapters of their thesis in APA style. They should have also submitted an
IRB, if necessary. 2 credits
MPH 612 Thesis Research Advisement II
In this course students will concentrate on revising, finalizing, writing, orally presenting, and
submitting their Masters Research Project. They will perform a statistical analysis and do final data
collection for the thesis. 2 credits
MPH 614 Community-Based Health Care Services
This course is directed toward giving the student a strong understanding of the concept and rationale
behind community-based primary care systems. This course will develop or enhance the student’s ability
to design and operate community-based primary care systems through a set of service design steps and
operational principles presented. Emphasis is on the utilization of empirical information in the
development and management of primary health care programs. 3 credits
MPH 615 High-Yield Biostatistics
The purpose of this course is to provide the student with the knowledge to understand and apply
epidemiological methods and statistical analysis in the public health setting. Although designed as
an introductory course, it spans basic concepts and moderately complex computerized statistical
analysis. Upon completion of this course students will be able to design and implement
epidemiological and statistical analysis in a variety of research and administrative situations. 3
credits
MPH 616 Technology Applications in Public Health
This course is designed to teach students how best to utilize computers in the public health and
health care administration settings. The course is both informational and hands-on, allowing
students to become aware of new technology and how best to integrate that technology into their
respective institutions or agencies. 3 credits
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MPH 621 Principles of Health Care Financing & Marketing
This course is designed to teach the essentials of health care budgeting, finance and marketing. The
course will allow the students to acquire ability in preparing and presenting budgets, as well as uses
of financial reports, financial measurements of health care, and systems for documenting and
reporting fiscal activities. Students will also be provided with an introduction to marketing
concepts, and principles and methods as they are applied to the health care industry. 3 credits
MPH 626 Essentials of Health Care Management
Concepts and principles of management as they are applied in the functions of planning, organizing,
staffing, leading, and controlling in health service organizations. Includes study of managerial roles,
styles, activities, and decision-making, as well as the relationship between management and
organizational effectiveness. 3 credits
MPH 701 Applied Epidemiology
The course will study infectious diseases of national and international importance. The course will also
cover methods of outbreak investigation as applied to infectious diseases. 3 credits
MPH 710 Environmental Health & Threat Analysis Seminar
Major environmental health problems including water quality, wastewater, occupational health, trace
elements in the environment, municipal and hazardous waste, food protection, vector control, and air
quality are discussed in a seminar format. 3 credits
MPH 722 Essentials of Quality Management
This course is designed to teach students the basis of quality management with respect to both the
integrated Health System Community Hospital and the Community-based Primary Health Clinic.
Through combined lectures and student review projects, students will learn to improve both quality
and productivity with their health care institution or provider. 3 credits
MPH 750 Public Health Internship
12-week, 240-hour pre-approved administrative practicum in a health institution or agency. 0 credits
SPEECH-LANGUAGE PATHOLOGY
COC 610 Clinical Methods in Speech-Language Pathology
In this course, the student will be introduced to professional ethics standards and issues concerned with
Speech-Language Pathology. They will develop a conceptual framework for report writing, establishment
of treatment goals and multicultural and bilingual issues, both in clinic and in the school setting. Also
included in this course will be models of service delivery, collaborative assessment and teaching. 3
credits
COC 611 Diagnostic Measurement and Evaluation
In this course the student will evaluate speech and language disorders. Both standardized and nonstandardized approaches will be addressed. Administration of tests as well as the interpretation of results
will be reviewed for various speech, language, and hearing disorders. The course will emphasize the
assessment, diagnosis and treatment of the child and adult with specific focus on the impact of speech
disorders on the school-aged child. IEP development will be discussed including inclusion goals and
progress reports. Committee of Special Education participation will also be addressed. 3 credits
COC 612 Articulation and Phonology
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The etiology and evaluation of articulation and phonological disorders will be studied. Specific treatment
procedures for the child and adult will be addressed. Special considerations for the classroom setting,
impact on spelling and reading and issues relating to the multicultural/bilingual child will be covered as
well. 3 credits
COC 615 Advanced Anatomy and Physiology and Neuroanatomy
An advanced course in anatomy intended for students who have already had a basic course in anatomy on
the undergraduate level. The various anatomical, physiological, and neurological structures relating to
respiration, phonation, articulation, and resonance will be studied in detail. Anatomical features,
particularly of the brain, respiratory system and larynx, will be viewed and studied in detail. 3 credits
COC 621.1, 621.2, 621.3, 621.4, 621.5, 621.6 Clinical Internship and Externship Seminar
The first clinical practicum and the diagnostic practicum are done in-house at the College’s clinic.
Subsequent practicums take place at sites set up by the College, such as schools, clinics and hospital
settings. The course (seminar) attached to each of these practicum will focus on student’s supervisor
relationships, clinical skills, professional issues, interdisciplinary approach to the differential diagnosis of
communication problems, clinical and classroom therapeutic concerns, outcomes and assessments. The
students are required to be available for a minimum of 14 hours per week, during which they are
supervised by state licensed, ASHA-certified professionals. 1 credit each
COC 621.7 Seminar Research
This seminar provides mentoring for students during the final stages of their research requirement. 1
credit
COC 627 Foundations of Research
In this course the student will be taught how to set up a research design for speech, language and hearing
research. The student will be able to collect, interpret and evaluate data as well as set up her/his own
research project. Areas to be researched include alternative and augmentative technology, computer
applications in the clinic and classroom setting, speech and language acquisition, language and learning
disabilities in the school setting, intervention in the clinical and school environments, diagnosis and
evaluation issues and issues of bilingualism. 3 credits
COC 630 Language Disorders in Pre-School and School-Aged Children
The etiology, assessment and remediation of language-based communication problems of children will be
discussed with specific focus will be on syntax, semantics, morphology, and pragmatic skills. Normal
language development will be reviewed. Language in a multicultural society and pertaining multicultural
issues will be addressed. The relationship of language disorders and later learning and reading disabilities
will be examined. Classroom related issues for the communicatively impaired child will be considered. 3
credits
COC 632 Language Disorders and Learning Disabilities
This course focuses on language disabilities of children and young adults with special problems. Areas to
be covered will include language-based learning disabilities, mental retardation, autism, hearing
impairment and physical disabilities. Adaptation of the environment, particularly home and classroom
settings to accommodate these children will be investigated. 3 credits
COC 635 Early Intervention: The 0-3 Aged Population
This course will address the etiology and assessment of communication disorders of the infant and
toddler, remediation techniques, including feeding, and other issues related to early intervention specific
to speech language development. 3 credits
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COC 637 Disorders of Fluency
This course will discuss theories of fluency and the etiology of disfluencies. The assessment of the child
in the clinic and at the school will be studied. Emphasis will be placed on remediation techniques and
procedures for adults and children in the home and school setting. Remediation involving parents and
teachers, and the role of clinicians in counseling, will also be considered. 3 credits
COC 640 Advanced Audiology
The study of Advanced Audiology will enable the student of Speech-Language Pathology to gain the
knowledge and skills needed to understand the evaluation of auditory disorders in all age groups
including the preschool and school aged. Both peripheral and central auditory disorders will be studied.
There will be a review of the different audiological procedures used for behavioral and physiological
evaluation. The student will understand how disorders of hearing relate to speech and language problems.
Topics will include the effects of hearing impairment in the classroom and how it impacts learning. The
student will gain hands-on experience in clinical evaluation. 3 credits
COC 645 Aphasia and Related Disorders
This course will discuss the etiology, evaluation, classification and remediation of adults with aphasia.
Specific assessment procedures will be addressed. Emphasis will be on various treatment and
rehabilative approaches. 3 credits
COC 650 Voice Disorders and Their Management
This course addresses the etiology, assessment and treatment procedures for various types of voice
disorders. Disorders of the adult and child will be studied in detail. Specific emphasis will be given to the
school-aged child and vocal hygiene techniques in the home and school setting. Included in the
discussions will be training techniques for teachers and reduction of vocal abuse in the classroom. The
aspects of resonance, phonation, and respiration in normal and abnormal voice production will be
discussed. Specific instrumentation related to voice will be introduced. 3 credits
COC 651 Dysphagia
This course will review the mechanics of normal swallowing, the disorders of swallowing that may occur,
their etiology and diagnosis, assessment tools and various methods of rehabilitation across the age
spectrum. 3 credits
COC 710 Speech of the Hearing Impaired
This course will discuss hearing impairments and their effects on speech and language. Assessment and
treatment procedures will be explored. Specific emphasis will be given to the developing school-age child
and the various techniques and devices available to be used in the classroom for the mainstreamed child.
Cochlear implants will be included in this course. The general educational and psychological issues
pertaining to these children will be addressed. 3 credits
COC 712 Neurogenic and Motor Speech Disorders
This course will address issues related to the speech and language of individuals with disorders due to
motor impairments and neurologic impairments including dysarthria and apraxia. Assessment, etiology
and treatment will be covered. Issues related to the classroom environment, modification, assistive and
augmentative devices will also be discussed. 3 credits
COC 715 Craniofacial Disorders and Cleft Palate
An investigation of the nature, etiology, embryology, assessment, and management of the communication
disorders in persons with oral cleft palate and/or lip as well as other cranial facial abnormalities. Includes
a survey of specific genetic disorders and their relationship to cleft palate and oral cleft lip over the
lifespan. Social and psychological implications for the school-age child will also be discussed. 3 credits
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COC 720 Rehabilitation of the Laryngectomee
The various approaches and options for speech production for laryngectomy patients will be addressed.
Focus will be placed on artificial means, surgical approaches, and various modes of esophageal speech. 3
credits
COC 725 Cerebral Palsy and Other Physical Disabilities
This course reviews the etiology, diagnosis and classification of Cerebral Palsy and other physical
disabilities. Also covered are associated problems as they relate to speech, assessment and intervention,
and augmentative and alternative approaches to communication. 3 credits
COC 728 Seminar on Topics in Language Disorders
In these courses students are required to complete readings on different topics relating to SpeechLanguage Pathology. Requirements include the oral or written presentation of a subject related to
ongoing issues in the field. Current topics include:
COC 728.2 Seminar on Topics in Language Disorders: Central Auditory Processing Disorders
This course investigates the etiology, manifestations, and characteristics of central auditory processing
disorders with an emphasis on the differential diagnosis and appropriate intervention of auditory versus
linguistically based disorders.
COC 728.3 Seminar on Topics in Language Disorders: Development of Language in
Multicultural/Bilingual Populations
This course explores the nature of bilingual language development in terms of the acquisition of speaking,
listening, reading , writing, and cognitive skills.
COC 728.4 Seminar on Topics in Language Disorders: Language and Literacy
This course presents an overview of the development and disorders of linguistic sub-skills, and, the motor
and visual-spatial processes, involved in reading and writing.
COC 728.5 Seminar on Topics in Language Disorders: Normal and Abnormal Aging
This course reviews the effects of aging on communication, cognition and memory with a focus on the
assessment and remediation of age-related memory disorders.
COC 728.6 Seminar on Topics in Language Disorders: Language Sampling Analysis
Normal and abnormal language samples derived from internet databases will be analyzed and compared
for various phonological and linguistic elements.
COC 728.7 Seminar on Topics in Language Disorders: Language and Cognitive Rehabilitation
in MR, TBI, AIDS and Dementia
This course explores the etiology, prevention, diagnosis and remediation of cognitive and communication
disorders in children and adults with mental retardation, traumatic brain injury, AIDS and dementia,
including models of service delivery, team collaboration and working with families.
COC 728.8 Seminar on Topics in Language Disorders: Autism
This course reviews the definition, etiology, assessment and treatment of autism across the lifespan in
diverse cultures; characteristics and intervention methodologies associated with the autism spectrum and
pervasive developmental disorders are also discussed.
COC 732 Augmentative and Alternative Communication Devices
This course will cover the basics of AAC operation; survey the types of devices, their setup and
programming. Various types of assistive software will be demonstrated. Testing and evaluation will be
presented. Students will participate in field trips to Assistive Technology Centers. The proper use of
technology for a variety of disabilities will be explained. Switch technology, positioning and different
modalities will be reviewed. 3 credits
UNDERGRADUATE STUDIES
LIBERAL ARTS AND SCIENCE Courses for Undergraduate Studies Students
Course descriptions may be found in the bulletins of the Lander Colleges and the New York School of
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Career and Applied Studies (NYSCAS), in print or online at www.touro.edu.
FS 005 Internship
A three-quarter to full-time placement in a laboratory where there will be exposure to case work by
practicing professionals. This may be a public or private laboratory and may be a general laboratory
or specialty laboratory. The student is expected to satisfy all the professional requirements of the
employer to satisfactorily complete the course. 3 credits
FS 004 Elective
This may be a part-time internship or one of the structured courses. The structured courses will be
centered around supervised independent research, advanced computer forensics with a certificate of
competency, studies in document examination, studies in ballistics-firearms and tool mark
examination, advanced DNA studies, human anatomy. 3 credits
FS 101-102 Instrumental Analysis I & II
A progressive learning experience relevant to the instrumental analysis of physical evidence.
Emphasis on the theory and use of analytical instruments found in forensic laboratories. Laboratory
methods and validation will be stressed. Currently-used instrumental techniques will be stressed
with reference to their scientific bases. 4 credits each
FS 202 Forensic Firearms
This course is designed to offer the student the basic understanding of how tool marks are made in
general, and the particular use they have in firearms investigations. The ability of tool marks to be
evaluated and the evaluation to be put into perspective will be taught. 3 credits
FS 203 American Jurisprudence
The development of the American legal system and its laws as it relates to the collection of
evidence, chain of custody, rendering of testimony, and general proceedings of civil, criminal,
regulatory and military court proceedings. Comparison to other legal systems will be highlighted. 3
credits
FS 205 Advanced Forensic Computer Science
The course is an in-depth exploration of the use of tools to analyze data, analyze files, prepare
reports and search for data. 4 credits
FS 301-302 Criminalistics I & II
A gradually-expanded study of the techniques of scientific examination of physical evidence using
the fundamental concepts of the physical and biological sciences with emphasis on the application
of these principles. There will be an emphasis on interpolation and documentation of physical
patterns, photography, imprints and impressions, tool marks, gunshot residue, and textile
examinations. Laboratory exercises include fingerprint analysis, hair, and footwear outsole
patterns. Laboratory examination of physical properties for the identification of such materials as
glass, fibers, hair, paint, and soil. Included is examination of bullets and fingerprints, the detection
of dried blood, and basic identification of dangerous drugs and narcotics. 4 credits each
FS 303 Scientific Arson Investigation
This course will teach the student the application of scientific principles to the investigation of fires
and explosions. The integration of principles of engineering as well as chemistry will be featured.
This, along with laboratory investigations, will help teach the student to discern between intentional
and accidental fire/explosions. 4 credits
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FS 304 Crime Scene Reconstruction
This course will be designed to help the student understand how the circumstances surrounding an
incident could be reconstructed so as to give a meaningful assessment of what transpired during the
time the incident took place. Use of modern equipment to scientifically reconstruct events will be
stressed. 3 credits
FS 348 Research Methods & Investigative Writing
Introduces descriptive and inferential statistics and their roles in research and clinical practice. The
course includes topics in experimental design and correlation analysis. Scientific concepts, matrix
theory, and computer techniques of multivariate analysis for research. Topics include cluster and
factor analysis, multiple regressions, and discriminate functions. Emphasis is on evaluation of
literature for relevant statistical utility and research based on sound mathematical theory, how they
are applied, and the anatomy of a scientific research paper. A written proposal will be used for
modeling purposes. 3 credits
FS 435 Pharmacology
The basic principles of pharmacology of the human nervous system, including drug absorption,
metabolism, disposition, excretion and effect of drugs of all sorts. These would include medicinal
as well as drugs of abuse, including cocaine, marijuana, sedatives, narcotics, stimulants and
depressants, as well as alcohol and “designer” drugs. Analysis using gas chromatography, mass
spectrometry, and immunoassays will be discussed. 3 credits
FS 437 Forensic Toxicology
The use of modern analytical chemical methods for the analysis of medicinal and toxic substances
(pesticides, metals, chemicals, carcinogens, pollutants, radiation and industrial solvents, drugs of
abuse) of clinical and forensic importance in such physiological substances as blood, urine, stomach
content, and organ tissue. The use of laboratory techniques will be stressed. 4 credits
FS 441 Physical Chemistry and Separation
A study of mechanical and chemical separation operations based on the principles of momentum transfer
and simultaneous heat and mass transfer. Both traditional and newer separation methods are included. 3
credits
HCA 301 Health Care Administration: Structure and Organization
This course offers an overview of the different types of health care facilities. The organizational hierarchy
of such facilities along with job descriptions will be discussed. Comparisons will be made among the
various facilities regarding level of care and services offered. In addition, the structure and function of
Boards and Advisory Groups, as they relate to health care facilities, will be reviewed. 4 credits
HCA 302 Human Resources I
This is an introduction to the study of the Human Resource Department and its function in various health
care facilities. Personnel and their needed functions in each type of facility will be presented. Regulatory
agency requirements and compliance issues will also be covered. 3 credits
HCA 303 Human Resources II
Continuation of HCA 302, Human Resources I, with a more in-depth look at specific Human Resource
positions in various facilities as well as communication and motivational techniques used in
organizational settings. Prerequisite: HCA 302. 3 credits
HCA 304 Patient Services I
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An overview of patient services provided by various facilities will be given. Roles of personnel involved
with each service will be reviewed along with the function, purpose and outcome of each service. Access
issues regarding each service will be covered. Prerequisite: HCA 301. 3 credits
HCA 305 Patient Services II
This course will describe what the patient and family need to know in order to negotiate the current health
care delivery system. Available services as well as rights and process of care will be discussed.
Prerequisite: HCA 304. 3 credits
HCA 306 Financial Administration I
This course will present the fundamentals of accounting according to generally accepted accounting
principles (GAAP). The coursework will be concrete with extensive use of workbooks and specific case
studies and problems as related to the health care industry. 3 credits
HCA 307 Financial Administration II
This course will briefly review HCA 306, Financial Accounting I, and will then delve into the specific
financial workings of health care facilities and the interpretation of financial reports for further planning
and budgeting. A link will be made with data processing and health information management. Financial
reports of real institutions will be used whenever practical. Prerequisite: HCA 306. 3 credits
HCA 308 Data Processing I
An overview of data processing will be given. This course will emphasize hardware systems but will also
consider some general software programs. General computer terms and functions will be explained.
Students will acquire hands-on experience in computer operation. Mainframe and desktop exposure will
be included. Networks will be reviewed. Systems of health information management will be discussed in
terms of data acquisition, storage and retrieval. Internet access will be reviewed. 3 credits
HCA 309 Data Processing II
This course will review HCA 308, Health Information Management & Data Processing I, and will present
the data processing needs of health care facilities. It will also discuss those software programs currently
on the market that are specifically designed for health care facilities. Each program will be reviewed and
compared to the needs of various health care facilities. Prerequisite: HCA 308. 3 credits
HCA 310 Staffing of Personnel and Scheduling
An overview of various health care facilities and their personnel and scheduling requirements will be
presented. The reasoning for the personnel requirements for the various facilities will be reviewed.
Comparisons of the needs of the different facilities will be discussed. Software packages for personnel
scheduling will be studied. Prerequisites: HCA 301, HCA 302. 3 credits
HCA 312 Governmental Regulations
Presentation of all regulatory agencies governing health care facilities will be given. Structure, power and
jurisdiction will be emphasized. Agendas of each agency will be reviewed and compared. History and
changes in health care regulation will be discussed. Prerequisite: HCA 301. 3 credits
HCA 314 Legal Aspects of Health Care Administration
The course presents an overview of the legal implications and complications of modern health care.
Definitions and descriptions of both legal and medical terms will be presented. The principles of written
contracts will also be explored. Included will be the legal structure of health care organizations. Ethical
issues will also be addressed. Prerequisite: HCA 301. 4 credits
HCA 320 Medicare and Medicaid
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Guidelines for Medicare and Medicaid will be studied in detail. Differences and similarities will be
discussed. Eligibility, financial rewards, hardships and compliance are issues that will be presented in
addition to services that are covered. 3 credits
HCA 322 Case Management and Insurance
This course covers the definitions and functions of case management, its relationship to the insurance
companies, the patient, physicians and facilities. It will also discuss the effects of case management on the
quality and quantity of health care in the United States. Prerequisite: HCA 320. 3 credits
HCA 325 Individual Project
The student will prepare a project for both written and oral presentation. This project will describe, in
detail, a health care facility of the student’s choice. Structure, organization, business and governmental
agency requirements and all functions of the facility are to be covered. This project is to be the capstone,
culminating project of the program in which the student will demonstrate a clear understanding of
material presented during the entire program. 4 credits
HCA 335 Field Internships
Students will select three (3) different types of health care facilities (in coordination with instructor) and
serve 100 hours of internship in each. Comprehensive documentation of each facility will be prepared by
the student and submitted for grading. Problems, successes and comparisons among the facilities will be
made. These field experiences will supplement and complement the Individual Project, HCA 325. Corequisite: HCA 325. 7 credits
HIA 200 Medical Terminology
A study of the technical language of medicine through word construction utilizing roots, prefixes, suffixes
and combining forms. This course includes accepted usage of anatomical, physiological, disease,
therapeutic and procedural terms related to the delivery of health care. 3 credits
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STUDENT RESPONSIBILITIES AND RIGHTS
COLLEGE CODES AND STUDENT RESPONSIBILITIES
CAMPUS CITIZENSHIP
Students of Touro College are expected to be considerate of all individuals at the college – fellow
students, faculty, staff and administrators – and to help maintain a harmonious and supportive
environment conducive to learning and the furtherance of academic pursuits. While specific regulations
are listed on the following pages, it is expected that all members of the college community demonstrate
respect for their colleagues, sensitivity to their needs, and tolerance for their ideas and views.
ACADEMIC INTEGRITY STANDARDS
College Policy
Because intellectual integrity is the hallmark of educational institutions, academic dishonesty is one of the
most serious offenses that a student can commit. Students are required to abide by the highest standards
of academic honesty in study and preparation for, and presentation, of examinations, term papers and
research projects.
Plagiarism
To commit plagiarism means to present as one’s own the ideas, writings, computer-generated material,
etc., of others without proper acknowledgement of those sources by means of quotation marks and/or
specific references (footnotes) to the original source from which the material was taken. Plagiarism also
includes the submission of the work of a commercial writing service or of a “ghost writer” as one’s own
work. Section 213-6 of the New York State Education Law prohibits the sale of term papers, essays, and
research reports to students enrolled in a college.
Cheating and Other Irregularities
No student shall give or receive assistance in the preparation of any assignment or examination without
the authorization of the instructor. Common examples of cheating include: copying from another
student’s paper; using books, notes, calculator, when these are not authorized; obtaining tests before the
scheduled date of the exam; copying laboratory work; and sending in a substitute to take an examination.
Stealing, falsifying, or otherwise altering documents or records containing grades, examination materials,
or anecdotal information is forbidden.
Sanctions for Academic Integrity Violations
Students who violate Touro College’s Academic Integrity Standards are subject to disciplinary sanctions.
An official report of the incident is submitted to the Associate Dean of the School of Health Sciences.
The following disciplinary sanctions may be imposed:
• The grade of “F” for a test, term paper or assignment;
• The grade of “F” in the course;
• Other sanctions deemed appropriate by the Associate Dean, including suspension or dismissal
from the College.
THE TOURO COLLEGE CODE OF CONDUCT
The Touro College Code of Conduct applies to the entire Touro College community, including students,
faculty, Touro College organizations and clubs, and all Touro College employees. Members of the Touro
College community are expected to behave in a manner that is harmonious with and supportive of the
activities and functions of an educational institution.
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The following types of behavior are considered violations of the Code of Conduct and will result in
disciplinary action:
1. Theft of, or damage to, college records and property, caused by intentional, negligent or
irresponsible conduct;
2. Unauthorized use of any college property, including, but not limited to, its name, property,
offices, premises, and equipment (such as computer equipment, telephones, fax machines,
copying equipment and laboratories);
3. Conduct which interferes with or obstructs any college functions or which physically
obstructs, or threatens to obstruct or restrain members of the college community;
4. The physical or sexual abuse or harassment of any member of the college community, including
faculty, students, and staff;
5. Threatening bodily injury including sexual harassment or assault, or emotional trauma against
students or employees of the college;
6. Disorderly, disruptive or abusive conduct in the classroom or on college premises;
7. Refusal to follow the directives of college officials acting in performance of their duties;
8. Impersonating college faculty, college officials, or college staff;
9. Forging signatures or other information on registration forms, financial aid forms or any other
college documents;
10. Computer abuse, including possession of unauthorized passwords, plagiarism of programs,
unauthorized destruction of files, misuse of computer accounts and disruptive or annoying
behavior on the college’s computer system;
11. Unauthorized sale, distribution, or consumption of alcoholic beverages on college premises;
12. Distribution, purchase, or possession of barbiturates, amphetamines, marijuana, hallucinogens,
opiates, or any other addictive or illegal drugs or drug paraphernalia on college premises;
13. Gambling in any form on college premises;
14. Possession, distribution, or sale of weapons, incendiary devices, or explosives on college
premises;
15. Tampering with or misusing fire-fighting equipment and/or safety equipment (such as alarm
boxes and extinguishers);
16. Participation in, furtherance of, or intent to engage in any illegal activity on college premises;
17. Conviction of a felony crime while enrolled at the college;
18. Intentionally filing a false complaint under this college code of conduct;
19. Libelous or slanderous statements, intended to inflict harm, regarding any member of the college
community, including racist, anti-Semitic, or sexist remarks or references regarding any member
or group of the college community;
20. Refusal to identify oneself to an official or security officer of the college or to present proper
identification upon entering the college premises;
21. Actions that are not harmonious with and supportive of the activities and functions of an
educational institution, such as actions that can harm the reputation of the college;
22. Aiding or abetting any conduct prohibited by this college code.
Individuals who violate any of the above regulations are subject to disciplinary action at the discretion of
Touro College. Student organizations violating the above regulations may be penalized by having their
charter revoked. Furthermore, disciplinary sanctions may also be imposed against the officers and
members of student organizations at the discretion of Touro College.
Adjudication of Code of Conduct Violations
Any member of the College community may notify the Associate Dean of the School of Health
Sciences of a Code of Conduct infraction by submitting a written statement describing the alleged
infraction within ten (10) school days of the alleged violation or within ten (10) school days from the time
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the charging individual learned of the alleged code violation, but no later than within three (3) months of
the violation.
The Associate Dean of the School of Health Sciences, or one of his/her designated representatives,
shall inform the individual charged with the infraction, in writing, of the nature of the charges against
him/her and designate a time and place for a meeting.
After meeting with the individual charged with the infraction, the Associate Dean or his/her designated
representatives will conduct a preliminary investigation of the charges and determine what course of
disciplinary action is appropriate. The Associate Dean can:
• bring the parties together for informal mediation;
• impose any of the disciplinary sanctions listed in the section entitled “Sanctions,” except that the
Associate Dean cannot require payment of restitution or order expulsion;
• refer the charges to the Student Affairs Committee for a disciplinary hearing;
• dismiss the charges.
Disciplinary Hearings
The Associate Dean of the School of Health Sciences may institute disciplinary proceedings by referring
a matter to the Student Affairs Committee within fourteen (14) school days of notification of the alleged
infraction. Once referred to the Student Affairs Committee, a hearing must be commenced within twentyone (21) school days, unless a disciplinary hearing date is adjourned for good cause. Once a disciplinary
hearing is commenced, it must be completed within ten (10) school days.
Sanctions
After a hearing, the Student Affairs Committee may take one or more of the following actions:
1. Dismiss the charges: After reviewing all relevant information, evidence and record materials, the
Student Affairs Committee may decide to dismiss the charges against the student.
2. Impose disciplinary sanctions, which include but are not limited to the following:
a.
Warning – a written reprimand putting the student on notice that he/she has violated
the Code of Conduct and indicating that further misconduct may result in a more
severe disciplinary action. A copy of this warning will be placed in the student’s file.
b.
Disciplinary probation – a student may be placed on disciplinary probation for a
definite period of time. While on probation, the student may not hold office in
Student Government Organizations, Clubs or Societies, or represent the College in
any capacity. Further violations while on probationary status will result in
suspension or expulsion from the College. A copy of the probation notice becomes a
part of the student’s file.
c.
Counseling and treatment – a student’s continued enrollment at Touro College may
be conditional on his/her participation in counseling or treatment at outside
counseling and treatment agencies. A student’s failure to participate in such a
program after being advised that his/her enrollment is conditional on participation,
may result in other disciplinary sanctions.
d.
Restitution – a student may be required to pay restitution to the college or to fellow
students for damages and losses resulting from his/her action.
e.
Suspension – a student may be suspended and may be barred from attending classes
for a definite period, not to exceed two years. Notification of the suspension will
appear on the student’s academic transcript and will remain until the end of the
suspension period. A notification of the suspension will remain in the student’s file.
A student may not be automatically re-enrolled at the end of his/her suspension and
he/she must apply to the Student Affairs Committee for re-enrollment.
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Expulsion – this is termination of the student’s enrolled status at the college. A
student who has been expelled from the college is not permitted to complete his/her
courses and may not re-register for a future semester. Notification of the expulsion
will appear on the student’s academic transcript.
3. Impose additional sanctions – The Student Affairs Committee may impose the following
sanctions in addition to those listed above:
a.
A fine to be paid to the College, in addition to restitution.
b.
Service to the College community for a designated number of hours. The required
service cannot interfere with the individual’s course schedule.
4. Legal action – in addition to imposing the disciplinary sanctions outlined above, the Student
Affairs Committee may recommend that the student be turned over to law enforcement
authorities for legal action. The final decision on referring student cases to the authorities is
made by the Office of the President.
5. Other sanctions – The Student Affairs Committee may impose other sanctions that it deems
appropriate and fair.
f.
Appeals of disciplinary sanctions imposed for Code of Conduct violations should be made according to
the Hearing and Appeals Procedures detailed below.
PROFESSIONAL CONDUCT
School of Health Sciences students are expected to conduct themselves in a manner consistent with the
function of an institution of higher learning and with their role as future healthcare professionals.
Students are required to abide by the highest standards of academic honesty, ethical fitness, and
professional conduct. Characteristics key to the development of a healthcare provider include, but are not
limited to:
1. ethical conduct and honesty;
2. integrity;
3. ability to recognize one’s limitations and accept constructive criticism;
4. concern for oneself, others, and the rights of privacy;
5. appropriate value judgment with respect to interpersonal relationships with peers, superiors,
patients, and their families;
6. responsibility to duty;
7. an appearance consistent with a clinical professional;
8. punctual attendance at all program scheduled activities and adherence to deadlines set by the
faculty and preceptors.
Students whose moral, social, or emotional behavior is disruptive or inappropriate will be brought to the
attention of the Program Director. The Director will act on behalf of the program taking such steps as are
deemed to be in the best interest of the College, the School of Health Sciences, the program, and the
student.
Student Disciplinary Policies
Each program within the School of Health Sciences has established standards of ethical and professional
behavior. The standards are set forth in greater detail in the program’s student handbook. Students of the
School of Health Sciences are expected to act in a mature fashion, consistent with the principles of
professional ethics and general professional conduct. Honesty and scrupulous concern for the person and
property of others is essential.
Conduct that tends to bring discredit upon the School, the student, or the profession, whether committed
in class, in a hospital, in a clinical site, or off-campus, shall constitute a violation of this policy for which
a student may be subject to disciplinary action. Conduct that violates this policy may lead to disciplinary
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action including suspension and expulsion. Such conduct shall include, but not be limited to, cheating;
whether on examinations, quizzes, or other tests of knowledge; plagiarism; stealing; falsifying or
violating confidentiality of records; or other violations of the criminal law.
Students whose performance is considered unacceptable as a result of not meeting the standards for
professional behavior or not adhering to program policies are candidates for professional probation,
disciplinary measures, and dismissal. The most serious violations may result in immediate suspension or
dismissal. However, whenever it is appropriate, the student who demonstrates unacceptable performance
or misconduct will initially be notified by the Program Director and given a warning regarding the
persistence of such behavior or misconduct as soon as it becomes evident. The student shall be notified
that continued misconduct or professional misbehavior will result in the student being placed on
professional probation. The duration and condition of the probationary period will be determined on an
individual basis by the Program Director and may require remedial study and/or repetition of a unit of
study. This may result in extending the length of the program beyond its normal term.
It is the policy of the School of Health Sciences that procedures in disciplinary matters, which result in
placing the student on professional probation, implementing disciplinary measures, or are serious enough
to warrant dismissal from the program, be handled expeditiously and meet certain requirements to assure
fairness to all parties concerned and to ensure against arbitrary and capricious decisions.
Subject to the established standards of each program, if the respective Program Director determines that
there is reasonable cause to place the student on professional probation, implement disciplinary measures,
or dismiss the student from the program, the Program Director shall advise the student accordingly. The
student has a right to contest the Program Director’s decision. In all cases involving disciplinary
decisions, the Hearing and Appeal Procedures as outlined below shall apply.
ACADEMIC PERFORMANCE
In addition to the standards for student conduct outlined above, each program in the School of Health
Sciences has established standards for academic performance. These standards are set forth in greater
detail elsewhere in this bulletin and/or in each program’s student handbook. A student whose academic
performance falls below the minimum acceptable standards may be placed on academic probation or
dismissed from the program. If placed on probation, the duration and conditions of the probationary
period will be determined by the program on an individual basis and may require remedial study and/or
repetition of a unit of study. This may result in extending the length of the student’s education in the
program.
The student has the right to contest the program’s decisions by utilizing the Hearing and Appeal
Procedures as outlined below.
SUSPENSION
A student may be immediately removed from participation in school activities (i.e., didactic or clinical
affiliations) and recommended for suspension if the student’s continued participation appears to be
detrimental to the best interests of patients, peers, or the School of Health Sciences.
The Program Director may suspend a student on the Program Director’s own accord or on the
recommendations of the program faculty, the student’s peers, or satellite clinical site professionals who
supervise the student, at any time where there is (i) serious academic deficiencies, (ii) a serious error in
professional judgment on the part of the student, or (iii) a breach of professional ethics or general rules of
conduct.
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In such cases, the Program Director will provide the student with a written statement of the grounds for
the suspension, and the action to determine the student’s status will be taken expeditiously. The
suspension will remain in effect until the administrative process as outlined in the Hearing and Appeal
Procedures has taken place and the student has been reinstated.
HEARING AND APPEAL PROCEDURES
The student has the right to appeal a decision made for misconduct or unacceptable academic
performance if there is good reason for the appeal. It is the policy of the School of Health Sciences that
appeals be handled expeditiously.
The student who is appealing a decision made for misconduct or unacceptable academic performance
must first complete the appeals procedure within the student’s program.
Following completion of the appeals process within the program, the Program Director will
inform the student in writing of the program’s decision. A copy of the notice will be sent to the office of
the Associate Dean.
To appeal a program decision, the student must send a written request to the Associate Dean within
fourteen (14) school days of receiving the program decision. This request must include the basis for the
appeal. An appeal will be granted only if there is reason to believe that the student may have been
treated unfairly, the decision was capricious, or there were extenuating circumstances that were not given
adequate consideration. If the Associate Dean cannot resolve the matter and determines that there may be
justification for the appeal, the Associate Dean will present the appeal request to the Committee on
Academic Standing. If the Committee on Academic Standing determines that a hearing is justified by the
request, it will appoint a Faculty Committee to hear the appeal. The Faculty Committee will consist of at
least three members of the School of Health Sciences who have had no involvement in the decision that is
under appeal. The Associate Dean will notify the student and the Program Director in writing of: (1) the
date, time, and place of the hearing, (2) the members of the Faculty Committee, and (3) a brief description
of the basis for the appeal.
Members of the Faculty Committee will not discuss the appeal with the student or the Program Director
prior to the hearing. The Committee will rely primarily on the Program Director (or the Director’s
designee) and the student to present the case for and against the charges. Each party may be assisted by an
advisor from within or outside the program, provided that the advisor is not an attorney nor represents the
office of an attorney. Each party may produce evidence and call one or more witnesses in support of the
charges, and each party may examine any evidence and cross-examine any witness. The Committee may
call and examine witnesses and invite the submission of additional evidence. The hearing will be closed
and there will be no transcript or recording of the proceedings.
Within fourteen (14) school days following the conclusion of the hearing, the Faculty Committee will
submit to the Committee on Academic Standing a written decision with a brief explanation of the reasons
for the decision. The decision will be limited to those issues on appeal. Within seven (7) school days the
Associate Dean will notify the student and the Program Director, in writing, of the Committee’s decision.
Either party may file a written appeal of the Committee decision with the Dean of the School of Health
Sciences. This appeal must include a statement of the reasons for the appeal, and it must be made within
fourteen (14) school days of receiving notice of the decision of the Faculty Committee. The Dean may
conduct a further investigation after which he/she will notify the Associate Dean, Committee on
Academic Standing, Program Director, and the student of the decision to support or reject the appeal.
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GRIEVANCE POLICY
If any member of the School of Health Sciences believes that his or her rights have been violated or
infringed upon, or that its duly established policies and procedures have not been followed, that individual
may file a formal grievance with his/her Program Director. The complaint should state with particularity
the person(s) involved, the nature of the offense, and the circumstances under which the offense may
have been committed. Upon receipt of a complaint, the Program Director shall determine whether there is
reasonable cause for the complaint The Program Director may interview any individual including any and
all involved parties. If the Program Director determines that no reasonable grievance exists, he/she shall
so inform the complainant in writing.
If the Program Director determines that there is a reasonable grievance, he/she shall notify all involved
parties of the allegations. On the basis of the complaint and the interview, the Program Director may:
1. attempt an informal settlement of the matter;
2. formally refer the matter to the Associate Dean of the School of Health Sciences for a hearing,
notifying all concerned parties of this action.
If the grievance is not settled at the program level to the satisfaction of the individual, or if it relates to the
actions of the Program Director, the aggrieved individual may also file a written grievance with the
Associate Dean. The Associate Dean shall investigate the matter and, if he sees fit, shall invoke the
Hearing and Appeal Procedures detailed above.
Other Grievances
When a grievance concerns an administrative function of the College, including but not limited to tuition
refund and student financial assistance, a student may request that the College-wide director or supervisor
of the administrative unit in question, or his/her designee, mediate the grievance and attempt to resolve
the matter informally.
If a student wishes to file a formal grievance and appeal the determination of the Dean of Students for the
particular division in which the action complained about was taken, he or she may request a formal
hearing to review and adjudicate the complaint. The request for a hearing must be in writing to the Office
of the Dean of Students of Touro College, not more than 90 days after the Dean of Students for the
particular academic division has made a final determination. A date for a hearing will be set no later than
thirty days following the receipt of the request.
Hearings will be heard by a five-person Grievance Panel, composed of:
• The Dean of Students or his/her designated representative, who will serve as Chair;
• The Dean of Faculties or his/her designated representative;
• Two College faculty or staff members, designated by the President of Touro College; and
• A student representative designated by the Dean of Students in consultation with the
representative student groups.
The Office of the Dean of Students will serve as staff to the Grievance Panel.
Protocols for conducting hearings are as follows:
• Each party may make an opening and closing statement.
• Each party has the right to bring witnesses and present evidence.
• Each party has the right to bring one person as an advisor, to assist in presentation; the advisor
may be a professor, classmate, friend or colleague. Since the hearings are not conducted as formal
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•
•
•
•
•
•
•
judicial proceedings, a lawyer may not be present as an advocate or advisor for either side. No
other persons, including representatives of the press, may be present at the hearing.
The complainant will make the first presentation.
Each party may question all witnesses.
The burden of proof shall rest on the individual filing the complaint.
The Grievance Panel shall base its finding(s) on the preponderance of the evidence presented.
The Grievance Panel will conduct its deliberations in-camera following the conclusion of the
hearing.
The Office of the Dean of Students will send to both parties a written notification, within ten
working days of the hearing, setting forth the panel’s findings and recommendations.
The Grievance Panel's findings are final within the College.
Conflicts of Interest
Touro College ensures that final determination of each formal complaint will be made by a person or
persons not directly involved in the alleged problem. If at any point in the formal complaint process a
student, or any other individual, learns that a member of a Grievance Panel formed for a particular
grievance is directly involved with the grievance at issue, he or she should inform the Grievance Panel of
the potential conflict immediately. If a member of the Grievance panel hearing a complaint is found to be
directly involved in the alleged problem, the College will immediately remove that individual from the
Grievance Panel.
TOURO COLLEGE DRUG AND ALCOHOL ABUSE POLICY
The United States Department of Education has issued regulations implementing the provisions of THE
DRUG-FREE SCHOOLS AND COMMUNITIES ACT AMENDMENTS OF 1989 (PUBLIC LAW
101-226). In accordance with these regulations, Touro College is publicizing the following policy
statements, rules and regulations pertaining to substance abuse and alcohol consumption.
Touro College seeks to safeguard the health and well-being of all members of the college community students, faculty, and staff employees. All members of the college community are accountable to the law
and to the regulations of the college. Students, faculty, and employees who distribute or use illegal drugs
or illicitly use legal drugs, including alcohol, on the campus locations and facilities of Touro College are
violating federal laws, New York State law, and the regulations of Touro College.
Touro College is committed to educating and informing students and staff about the dangers and effects
of drug use. Touro College recognizes that drug addiction and alcoholism are illnesses that are not easily
resolved and may require professional assistance and treatment. The College will provide confidential
counseling and referral services to faculty, staff and students with drug and/or alcohol problems. These
services are available through the Office of the Dean of Students. All inquiries and requests for assistance
will be handled with strict confidentiality.
Touro College Disciplinary Standards for Students Possessing, Using, Distributing and/or
Selling Drugs and Controlled Substances
It is the policy of Touro College that unlawful use, possession, distribution, or manufacture of drugs and
controlled substances on college property is strictly prohibited. Individuals who possess, use, distribute
or manufacture drugs or controlled substances are subject to College disciplinary action, as well as
possible criminal prosecution.
Students found to be in violation of these policies will be subject to disciplinary proceedings in
accordance with the procedures outlined in the respective Student Handbooks of the College of Liberal
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Arts and Sciences, the School of General Studies and The Touro Law School. Students enrolled in the
School of Health Sciences, the Graduate School of Jewish Studies and other divisions of the college will
have their cases adjudicated in accordance with the guidelines of the College of Liberal Arts and
Sciences.
Student violators may be subject to the following sanctions and remedial measures:
• Expulsion
• Suspension
• Probation
• Censure
• Counseling and Treatment
• Legal Action
• Other Sanctions
Public Education Statement on Illicit Drug and Alcohol Use
The mind-altering substances to be discussed here are: marijuana, cocaine, heroin and their derivatives,
amphetamines (uppers), barbiturates (downers), hallucinogens, and alcohol.
Many individuals take such drugs to escape from their problems; but doing so only creates more
problems.
The following is a brief listing of health problems resulting from substance abuse.
• The most obvious ones are death or severe organ damage (such as heart attack, respiratory arrest,
damage to the liver and lungs, and stroke).
• The less obvious, though much more prevalent problems, of the mind and body are as follows:
a. Marijuana: Clouded thought processes, impaired short-term memory, slowed reflexes,
chronic bronchitis, changes in menstrual cycle, possible birth defects.
b. Crack and Cocaine: Palpitations (racing heart), sleep disturbances, loss of appetite,
paranoia, elevated blood pressure, decreased sexual performance, addiction.
c. Heroin: High risk of contracting AIDS and hepatitis from dirty needles, phlebitis (infection
in the veins), embolism (blood clots or air in the veins that can cause sudden death), paranoia,
depression, sleep disturbance, muscle and joint aches, clouded thought processes, decreased
sexual performance, addiction.
d. Amphetamines (Ice, speed, crystal): Delusions (i.e. seeing bugs crawl under the skin),
paranoia, palpitations (racing heart), sleep disturbances, psychosis, depression, decreased
sexual performance, violent behavior and addiction.
e. Barbiturates: Sedation (sleepiness), dulled thought processes, slurred speech, slowed
reflexes, decreased motor abilities, impaired coordination, decreased sexual performance and
addiction.
f. Hallucinogens: Memory loss, speech difficulty, episodes of violence, convulsions, tremors,
elevated body temperature, ruptured blood vessels, addiction.
g. Alcohol: Sedation (sleepiness), dulled thought processes, slurred speech, double vision, mood
changes, slowed reflexes, impairment of coordination, loss of interest in sex, addiction.
NOTE: Mothers who drink alcohol during pregnancy may give birth to infants with irreversible physical
abnormalities and mental retardation. Research also shows that children of alcoholic parents are at
greater risk than other young people of becoming alcoholics themselves.
•
AIDS: Users of needles who take any drugs run a high risk of contracting AIDS and hepatitis.
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•
Addiction: This is the common denominator for all mind-altering substances. With its insidious
onset, addiction often goes undetected until the user's life is in chaos. Addiction pervades one's
life, overpowering one's ability to reason and to relate to others. Addiction ruins the user's life
and the lives of those around him/her.
Touro College Regulations Relating to Alcohol Use
• The consumption of alcoholic beverages by individuals under the age of 21 is illegal in New York
State.
• Persons under the age of 21 are prohibited from consuming alcoholic beverages on the premises
of Touro College.
• Any student who falsely represents himself/herself as being of age to consume alcohol is subject
to disciplinary action as outlined in the Code of Conduct.
• Any employee of the college who provides alcohol to a minor on College premises shall be
subject to full penalty under the laws of New York State.
• Alcohol abuse does not excuse employees of the College from performance of their
responsibilities to the College. Individuals whose work performance is impaired as a result of the
use/abuse of alcohol may be required to participate in an appropriate evaluation and treatment
program.
• Touro College observes the culpability laws for serving drinks to the mentally impaired and to
individuals who are already inebriated.
For Further Information
Students should consult the Touro College Campus Security and Drug Alcohol Abuse Policies for a
detailed description of the health risks and dangers resulting from consuming controlled substances. This
brochure has a listing of treatment centers in the New York area. The brochure also outlines legal
sanctions imposed under Federal Law and New York State Law.
TOURO COLLEGE CAMPUS SECURITY POLICIES
Safety and security are concerns commonly shared by the students, faculty and staff employees of Touro
College. The College is committed to keeping its campus locations, centers and sites secure.
Access to the Campus
Students must show a valid identification card to enter Touro College Facilities. Visitors must receive a
temporary pass from guards on duty to enter Touro facilities.
Security Force
Touro College has contracted with Security Guard Services for private guards to maintain and monitor
security at its campuses and sites. Electronic means, such as closed circuit television, are used to monitor
activities at several college centers.
Although the guards have no power to make arrests, they may detain individuals who engage in illegal
and criminal actions until New York City Police Department personnel arrive. The Touro guards are
empowered to routinely turn over lawbreakers to the police.
Reporting Crimes
If you wish to report a crime, contact any of the following personnel:
• Touro security guards at your location
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•
•
•
Dean, Director or Site Coordinator at your Center Site/Campus location
Vice President of Administration and Operations— Akiva Kobre, (212) 463-0400, ext. 700
(West 23rd Street Campus)
Office of the Dean of Students—Dean Robert Goldschmidt
o Main Campus
ƒ 212-463-0400 ext. 419 / 420;
o Flatbush Campus
ƒ 718-252-7800 ext. 234
If there is no guard present at your location, you are to report crime incidents immediately to the central
guard post at the Manhattan Main Campus, 212-463-0400 ext. 782. The guard will notify the police
and the Vice President of Administration and Operations. For your protection, this security post is
covered 24 hours a day.
Annual statistics on the incidence of crime at Touro College campuses and sites are published in the
Touro College Campus Security and Drug and Alcohol Policies Information Brochure.
BIAS-RELATED CRIMES
Touro College is committed to safeguarding the rights of its students and to providing an environment
free of bias and prejudice. Criminal activity motivated by bias and hatred toward another person or group
based upon a belief or perception concerning race, color, national origin, ancestry, gender, religion,
religious practice, age, disability, or sexual orientation, is illegal and punishable not only for the
underlying crime, but, additionally, as a hate crime pursuant, to the New York Penal Law §§ 485, et. seq.
Specifically, Penal Law § 485.05 provides that:
“A person commits a hate crime when he or she commits a specified offense and either:
a) intentionally selects the person against whom the offense is committed or intended to be
committed in whole or in substantial part because of a belief or perception regarding the race,
color, national origin, ancestry, gender, religion, religious practice, age, disability or sexual
orientation of a person, regardless of whether the belief or perception is correct, or
b) intentionally commits the act or acts constituting the offense in whole or in substantial part
because of a belief or perception regarding the race, color, national origin, ancestry, gender,
religion, religious practice, age, disability or sexual orientation of a person, regardless of whether
the belief or perception is correct.”
The specified offenses that are the predicates for a hate crime are:
• Assault (First, Second and Third Degree)
• Aggravated Assault on a person less than eleven years old
• Menacing (First, Second and Third Degree)
• Reckless Endangerment (First and Second Degree)
• Manslaughter (Second Degree)
• Stalking (First, Second, Third and Fourth Degree)
• Criminal Sexual Acts (First Degree)
• Sexual Abuse (First Degree)
• Aggravated Sexual Abuse (First and Second Degree)
• Unlawful Imprisonment (First and Second Degree)
• Kidnapping (First and Second Degree)
• Coercion (First and Second Degree)
• Burglary (First, Second and Third Degree)
217
•
•
•
•
•
•
•
Criminal Mischief (First, Second, Third and Fourth Degree)
Arson (First, Second, Third and Fourth Degree)
Petty Larceny
Grand Larceny (First, Second, Third and Fourth Degree)
Robbery (First, Second and Third Degree)
Harassment (First Degree)
Aggravated Harassment
In addition, any attempt or conspiracy to commit any of these crimes is also punishable as a hate crime.
A person convicted of a hate crime will be subject to certain sentencing guidelines for felonies that
impose a more severe penalty than similar but non-hate crime offences. Penal Law § 485.10. A hate
crime conviction may also subject the offender to monetary penalties pursuant to the New York Civil
Rights Law § 40-d.
Any incident or attempt to commit a hate crime should be reported in writing to: Akiva Kobre, Senior
Vice President and Chief Administrative Officer of the College. The office address is 27-33 West 23rd
Street New York, NY 10010-4202; fax # (212) 627-9047; the office may be reached by phone at (212)
463-0400 ext. 700.
Reported incidents of hate crime and attempts to commit hate crimes will be referred to the New York
City Police Department for further investigation and legal action. Touro College treats all hate crimes as
serious offenses which need to be prosecuted with the full force of the legal system.
SEXUAL HARASSMENT AND SEXUAL OFFENSE
PREVENTION POLICIES
Policy Against Sexual Harassment
Sexual harassment is a legally-prohibited form of sex discrimination. It also is a violation of the Touro
College Code of Conduct.
Touro College will neither condone nor tolerate any forms of sexual harassment involving students,
faculty or staff of the College. The College deems such coercive behavior as a violation of the civil rights
of its students and employees. Any member of the Touro College Community who violates this policy
will be subject to disciplinary action, as outlined in the College Code of Conduct, which may include
suspension, expulsion or dismissal.
Sexual harassment is defined as any unwelcome sexual advances, request for sexual favors or other
verbal, nonverbal, or physical conduct of a sexual nature when:
• submission to such conduct is made, either explicitly or implicitly, a term or condition of an
individual's status as a student or employee;
• it is used as a basis for educational or employment decisions affecting an individual;
• it interferes with an individual's learning or work;
• it creates a hostile or offensive learning or work environment.
Any student who believes that he/she is being sexually harassed by another student, teacher, supervisor or
other staff member should contact the Office of Dean of Students or a member of the Sexual Harassment
Panel. The Office of the Dean of Students has the responsibility of reviewing and investigating
complaints in an expedient and confidential manner. During the investigation, the persons involved will
be given an opportunity to present evidence and witnesses to support their version of the facts. The
218
parties involved will be given notice of the outcome of the investigation, to the extent permitted by law. If
allegations of sexual harassment are substantiated, the matter will be referred to the Student Affairs
Committee, the Dean of Faculties or the Office of Human Resources for appropriate disciplinary action.
Sexual Harassment Panel
The College’s Sexual Harassment Panel can help you if you feel that you have been a victim of sexual
harassment or if you want more information about how to deal with it.
The panel treats all consultations and complaints with seriousness and in a confidential manner.
Feel free to contact any member of the panel to talk about a problem. You do not have to make a formal
complaint.
The members of the Sexual Harassment Panel are:
• Dr. Carmen Becker (Taino Towers)
212-722-1575, ext. 227
• Dr. Carol Beckford (Taino Towers)
212-722-1575, ext. 223
• Mrs. Renee Blinder (Flatbush)
718-252-7800, ext. 253
• Prof. Delia Cameo (Sunset Park)
718-748-2776
• Mr. Michael Cherner (Kings Highway)
718-520-9505
• Ms. Rosalind Frank (Bensonhurst)
718-265-6534
• Prof. Arnold Goldberg (Brighton Beach)
718-449-6160
• Dean Robert Goldschmidt (ex-officio)
212-463-0400, ext. 419
• Dean Avery Horowitz (Flatbush)
718-252-7800, ext. 253
• Prof. Joyce Schenkein (Lander College for Women)
212-213-2230
• Dean Eva Spinelli-Sexter (Main Campus)
212-463-0400 ext. 423
• Prof. Calvin Walton (Taino Towers)
212-722-1575, ext. 201
False Statements
Complaints of harassment cannot always be substantiated. Lack of corroborating evidence should not
discourage individuals from complaining. However, charges found to have been intentionally dishonest
will subject complainants to disciplinary action in accordance with the Touro College Code of Conduct.
Touro College Sexual Assault Prevention Policies
(Prepared in Compliance with New York State Law)
219
The administration of Touro College is concerned with the physical safety and security of the students of
the College.
Sexual offenses of all types directed against students by their peers, professors and/or employees of the
College on the premises of Touro College constitute criminal acts and violate Touro College’s Code of
Conduct. Under New York law, sexual offenses include: sexual abuse; rape; sodomy; sexual misconduct;
public lewdness; stalking. All of these acts are punishable by imprisonment in New York State.
The College also will hold perpetrators accountable for their behavior. A student found to have
committed a sexual offense will be subject to disciplinary sanctions, up to and including expulsion.
Reporting Sexual Offenses to the College and Police
To report sexual offense crimes immediately call the Touro College Command Security Post at the
Manhattan Main Campus, which is staffed 24 hours a day, at 212-463-0400 ext. 782. To report the crime
to the police, dial 911. For rape, assault and sexual violence, you may call the Sex Crime Hotline at
212-267-7273.
Victims of sexual assault seeking counseling may wish to contact The Crime Victim Center, 50 Court
Street, 8th Floor, Brooklyn, N.Y. 11201; telephone: (347) 328-8110.
Filing Charges for Incidents of Sexual Assault
To officially file charges for an act of sexual assault or rape, please contact The Office of The Dean of
Students. If the alleged perpetrator is a student, you can initiate disciplinary action against this individual.
All incidents must be reported within six (6) months of their occurrence.
If the alleged perpetrator is a faculty member of the college, the Office of the Dean of Students will refer
the charges to the Dean of Faculties. Allegations against non-teaching employees of the College will be
referred to the Director of Personnel. In all such instances, student victims will be guided and assisted by
a staff member of the Office of the Dean of Students.
For Further Information
Please consult our brochure, entitled Sexual Harassment: Information for College Students. This
brochure is available from the School of health Sciences and from the Office of the Dean of Students.
MISCELLANEOUS COLLEGE POLICIES
POLICY ON NON-DISCRIMINATION
Touro College is an equal opportunity institution. It admits students of any race, color, creed, sex,
national origin, and age with all rights, privileges, programs and activities generally provided to its
students. In conformance with Title DC, 1972 Education Amendments, it does not discriminate on the
basis of sex, race, color, handicap, national or ethnic origin, or age in the administration of its educational
policies, scholarships and loan programs and other institutionally administered programs.
It is the policy and practice of Touro College to comply with the Americans with Disabilities Act,
Section 504 of the Rehabilitation Act, and state and local requirements regarding students and
applicants with disabilities. Under these laws, no qualified individual with a disability will be denied
access to or participation in services, programs, or activities of the Touro College School of Health
Sciences.
220
COMPUTER USE POLICY
Touro College provides students with a computer user account that allows access to the University's
computer system. It is expected that students will use this opportunity responsibly and for legitimate
purposes, such as: obtaining one's class schedule or grade report, logging onto a personal e-mail account,
reviewing course syllabi, and accessing the on-line computerized catalog of the Irwin Library.
Students are not permitted to use another person’s User ID or password, circumvent or subvert security
measures, use university systems for partisan political purposes, make illegal copies of copyrighted
material, or use the e-mail to harass, intimidate and threaten any member of the College community.
The administration reserves the right to limit, restrict or withdraw computing privileges from any student
who violates the College's Computer Policy, local state, or federal laws, and/or the applicable articles of
the College's Code of Conduct contained in this Bulletin.
Internet and E-Mail Policy
The College’s Internet and e-mail connections are intended solely for use in conducting the College’s
business and promoting its educational goals. Users’ conduct on the Internet and e-mail must conform to
the College’s Code of Conduct and must be in furtherance of legitimate college business.
Users must not send, retrieve or download messages or information that may be considered offensive,
including messages, images or information that are sexually oriented or that disparage others based on
their race, gender, sexual orientation, national origin, age, disability or religious beliefs. Users must not
originate or distribute chain letters via e-mail. Users must not use the College’s Internet and e-mail
connections for personal gain or profit. Users’ accessing of sites and “chat rooms” that feature
pornography, off-color jokes, hate speech, and the like is strictly prohibited.
Violation of this policy may result in termination of Internet and e-mail access, and disciplinary action
under the College’s disciplinary policy.
STUDENT HEALTH INSURANCE
All students attending the School of Health Sciences must maintain health insurance. Touro College
offers the Sentry Student Security Plan to its students. Any full or part-time domestic student who is
registered at Touro College is eligible to enroll, as well as spouses and dependents. The plan provides
limited reimbursement for specific medical charges directly arising from accident or sickness, as well as
Major Medical Benefit. Touro College offers this plan as a service to students who, for whatever reason,
do not have any other medical insurance coverage. The Sentry Plan is not a substitute for comprehensive
health coverage, and the College does not receive any compensation for offering this plan.
ANNUAL PHYSICAL EXAMINATION/IMMUNIZATION HISTORY
Students in the clinical professional programs of the School of Health Sciences are required to have an
annual physical exam and to complete each program’s Medical Form.
New York State Proof of Immunization Requirement
In accordance with New York State law, students born on or after January 1, 1957 must demonstrate
proof of immunization to measles, mumps, and rubella. Students must submit acceptable medical proof
of immunization. Forms are available with registration materials or from the Registrar’s Office. Students
who fail to provide the required proof of immunization will not be permitted to register or to attend
classes until a properly completed form has been submitted to the Office of the Registrar.
221
ANTI-HAZING REGULATIONS
No student or group of students shall encourage or participate in any form of hazing. Hazing is defined as
action taken or situations created to produce excessive mental or physical discomfort, embarrassment,
harassment or ridicule. This covers coercive activities and mentally degrading games.
NO-SMOKING POLICY
The College observes local ordinances regarding cigarette smoking. State law bans smoking in schools
and other public places except in designated areas.
FOOD AND BEVERAGES
To ensure a clean and healthy environment for all students at the College, no eating or drinking is
permitted in any classroom, laboratory, or auditorium.
PETS
Students are strictly forbidden to bring pets or other animals into any facilities of the College, unless they
have obtained specific authorization in advance from the Dean of their division/school.
CONFIDENTIALITY OF STUDENT EDUCATION RECORDS
The Family Educational Rights And Privacy Act of 1974 (FERPA)
The Family Educational Rights and Privacy Act of 1974, as amended, grants all eligible students the right
of access to their own educational records as defined in the law. The law prohibits access to or release of
personally identifiable information without the prior written consent of the student except under certain
limited circumstances. Touro College policy does not permit access to or release of student records to
any party except as authorized by this law. It should be noted, however, that this legislation concerning
privacy is affected by Section 510 of the Veterans Education and Employment Act of 1976, which
provides that, P.L. 93-568 notwithstanding, records and accounts pertaining to veterans, as well as those
of other students, shall be available for examination by government representatives. It is also affected by
Sections 507 and 508 of the Patriot Act of 2001, which provides that officials designated by the U.S.
Attorney General may petition the court to examine records deemed relevant to certain authorized
investigations or prosecutions. If a student wishes to inspect or review his or her records, he or she may
contact the office concerned. Complete information concerning this policy is available in the Office of
the Registrar.
The Family Educational Rights and Privacy Act of 1974 as amended (FERPA), was designed to
protect the privacy of education records. Education records include records, files, documents, or
other materials in hard copy or in electronic format, maintained by Touro College, which contain
information directly related to a student. FERPA specifies some limited exceptions including
certain personal memory aids and employment records.
FERPA affords students certain rights with respect to their education records. These rights
include:
1. The right to inspect and review the student’s education records within 45 days of the day the
College receives a request for access. Students should submit to the registrar, dean, head of the
academic department, or other appropriate official, written requests that identify the record(s)
they wish to inspect. The College official will make arrangements for access and notify the
student of the time and place the records may be inspected. If the records are not maintained by
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the College official to whom the request was submitted, that official shall advise the students of
the correct official to whom the request should be addressed.
2. The right to request an amendment to the student’s education records that the student believes is
inaccurate. Students may ask the College to amend a record that they believe is inaccurate. They
should write the College official responsible for the record, clearly identify the part of the record
they want changed, and specify why it is inaccurate. If the College decides not to amend the
record as requested by the student, the College will notify the student of the decision and advise
the student of his or her right to a hearing regarding the request for amendment. Additional
information regarding the hearing procedures will be provided to the student when notified of the
right to a hearing.
3. The right to consent to disclosures of personally identifiable information contained in the
student’s education records, except to the extent that FERPA authorizes disclosure without
consent.
a. One exception that permits disclosure without consent is disclosure to school officials
with legitimate educational interests. A school official is a person employed by the
College in an administrative, supervisory, academic or research, or support staff position
(including law enforcement unit personnel and health staff); a person or company with
whom the College has contracted (such as an attorney, auditor, or collection agent); a
person serving on the Board of Trustees; or a student serving on an official committee,
such as a disciplinary or grievance committee, or assisting another school official in
performing his or her tasks. A school official has a legitimate educational interest if the
official needs to review an education record in order to fulfill his or her professional
responsibility.
b. A second exception that permits disclosure without consent is disclosure of Directory
Information. Directory information is information that is generally not considered
harmful or an invasion of privacy if released.
The following is considered “Directory Information” at Touro College and may be made
available to the general public unless the student notifies the Office of the Registrar in
writing before the last day to add classes in a semester:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Name
Address
E-mail address
Telephone Listing
Date and Place of birth
College
Major
Honors and Awards
Photo
Classification
Dates of enrollment
Status
Degrees conferred
Dates of conferral
Graduation distinctions
223
4. The right to file a complaint with the U.S. Department of Education concerning alleged failures
by Touro College to comply with the requirements of FERPA. The name and address of the
Office that administers FERPA is: Family Policy Compliance Office, U.S. Department of
Education, 400 Maryland Avenue SW, Washington, DC 20202-4605.
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CLINICAL AFFILIATION SITES
The following is a current list of clinical affiliation sites utilized by the various professional programs in
the School of Health Sciences. Agreements with additional centers are continuously being completed.
Active Motion Physical Therapy
Adirondack Tri-County Health Care Center
All Children’s Hospital
Alyn Orthopaedic Hospital
Arno Physical Therapy & Sports Associates
Atlantic City Medical Center
Aventura Hospital & Medical Center
Bayley Seton Hospital
Beaumont Rehabilitation & Health Center
Bellmore-Wantagh Physical Therapy
Bellevue Hospital
Beth Abraham Hospital
Beth Israel Medical Center
Binghamton General Hospital
BOCES - Nassau
BOCES - Western Suffolk I
BOCES I
Bronx Center for Rehabilitation
Brookdale University Medical Center
Brooklyn Hospital Center
Brookhaven Hospital Medical Center
Brunswick Hospital Center
Burke Rehabilitation Hospital
C.B.C. Center for Sports Medicine & Physical Therapy
Cedars-Sinai Medical Center
Center for Rehabilitation
Central Suffolk Hospital
Central Sports Care & Rehab
Cerebral Palsy of Greater Suffolk
Cerebral Palsy of Monmouth & Ocean Counties
Cerebral Palsy of Nassau
Cerebral Palsy of New York City/Brooklyn
Cerebral Palsy of Northern New Jersey
Children’s Hospital
Children’s Specialized Hospital
Christ Hospital
Clove Lakes Health Care & Rehabilitation Center
Coler/Goldwater Memorial Hospital
Columbia Presbyterian Hospital
Columbia Sunrise Hospital & Medical Center
Community General Hospital of Sullivan County
Community Medical Center
Community Physical Therapy
Concentra Medical Centers
Coney Island Hospital
Corso Physical Therapy
Cystic Fibrosis Center, St. Vincent’s Hospital
Danbury Hospital
Daughters of Miriam Center for the Aged
DeKalb Medical Center
Desert Springs Hospital
Developmental Disabilities Institute
DeVita-Becker Physical Therapy
225
East Cooper Regional Medical
Easter Seal Rehabilitation Center of SW Connecticut
Eastside Sports Physical Therapy, P.C.
Eddy Cohoes Rehabilitation Center
Eisenhower Medical Center
Elite Sports Medicine & Rehabilitation
Elmhurst General Hospital
Englewood Hospital & Medical Center
Flushing Hospital Medical Center
Fortanasce & Associates PT
Franklin General Medical Center
Genesis Elder Care Rehabilitation Services
Glens Falls Hospital
Goldwater Memorial
Good Samaritan Hospital
James Gott Physical Therapy
Graduate Hospital
Greensville Memorial Hospital
Gurwin Jewish Geriatric Center
H & M Hecker Physical Therapy
Hackensack Medical Center
Helen Hayes Hospital
HealthSouth Lake Erie Institute of Rehabilitation
HealthSouth Rehabilitation Center of Rockland
HealthSouth Rehabilitation Hospital Services Corp.
HealthSouth Rehabilitation Hospital of Altoona
HealthSouth Rehabilitation Hospital of Austin
HealthSouth Rehabilitation Hospital of Greater Pittsburgh
HealthSouth Rehabilitation Hospital of Mechanicsburg
HealthSouth Rehabilitation Hospital of Mechanicsburg (Renova)
HealthSouth Rehabilitation Hospital of New Jersey
HealthSouth Rehabilitation Hospital of Nittany Valley
HealthSouth Rehabilitation Hospital of York
HealthSouth Sports Medicine & Rehabilitation Center
Hebrew Academy for Special Children
Hebrew Home for the Aged
John Heinz Institute
Hempstead General Hospital
Holmes Regional Nursing Center
Hospital Center at Orange
Hospital for Joint Diseases Orthopaedic Institute
Hospital for Special Surgery
Hudson Physical Therapy Services
Huntington Hospital
Island Sports Physical Therapy
JFK Johnson Rehabilitation Center
Jacobi Hospital
Jamaica Hospital
Johnston-Willis Sports Medicine & PT
Just Kids Early Childhood Learning Center
Keller Army Community Hospital
Kessler Institute
Kings County Hospital
Kingsbrook Jewish Medical Center
Lake Center for Rehabilitation
Lawrence Hospital
Lawrence Physical Therapy, PC
Lenox Hill Hospital
Lewes Physical Therapy
Life Performance Center
Lifespan Neurological Physical Therapy
226
Life-Skills Pre-School
Linroc Nursing Home
Little Village School
Loeb Center for Rehabilitation
Loewenstein Hospital Rehabilitation Center
Long Beach Rehabilitation Center
Long Island College Hospital
Long Island Jewish Medical Center
Long Island Orthopaedic & Sports PT
Long Island Sports & Rehab Center/East
Long Island Sports & Rehab Center/West
Long Island State Veteran’s Home at Stony Brook
Lubin Rehab Center
Lutheran Center for the Aging
Lutheran Medical Center
Madison Ave PT & Sports Training Center
Maimonides Medical Center
Main Street Medical Care
Manhattan VA Hospital
Mercy Medical Center
Judith Mann Physical Therapy
Mapleton Center
Marathon Physical Therapy Center
Mary Immaculate Hospital
Massapequa General Hospital
Mather Memorial Hospital
McKenna Hospital
Memorial Hospital of Burlington County
Menorah Home & Hospital
Mercy Hospital
Methodist Hospital
Metroplex Hospital
Metropolitan Hospital Center
Montefiore Hospital & Medical Center
Montefiore Medical Park
Morristown Memorial Hospital
Mount Sinai Medical Center
Nassau County Medical Center
Nassau-Suffolk Physical Therapy
Nassau University Medical Center
New England Rehabilitation Center at Framingham
New England Rehabilitation Hospital
New Hanover Regional Medical Center
New Rochelle Hospital Medical Center
New York City Board of Education
The New York Center for Pain Management
The New York Hospital - Cornell Medical Center
New York University Medical Center
Niagara Children ETC
North Carolina Memorial Hospital
North Shore Physical Therapy Services
North Shore University Hospital
Center for Extended Care & Rehabilitation
North Shore University Hospital at Forest Hills
North Shore University Hospital at Glen Cove
North Shore University Hospital at Plainview
North Shore University Hospital at Syosset
Northeast Rehabilitation Hospital
Northern Westchester Hospital Center
Norwalk Hospital
Nova Care
227
Oak Hollow Nursing Center
OIOC - Occupational Industrial Orthopedic Center
O’Connell & Selig Rehabilitation Center
Orthopedic & Sports Physical Therapy
Our Lady of Lourdes
Our Lady of Victory Hospital
Paradise Valley Hospital
Park Avenue Physical Therapy
Parker Jewish Institute for Health Care & Rehabilitation
Passaic Beth Israel Hospital
Peak Performance Physical Therapy
Pemberton Associates
Peninsula Hospital Center
Performing Arts Physical Therapy
Phelps Memorial Hospital Center
Physical Therapy Associates
Physical Therapy Institute
Physical Therapy and Rehabilitation
Plainview Physical Therapy
Port Jefferson Physical Therapy
Pottsville Area Physical Therapy Services
Prizm
Pro Sports
Queens Hospital Center
Queens-L.I. Medical Group
Rehabilitation Hospital of the Pacific
Royal National Hospital
St. Agnes Hospital
St. Anthony’s Hospital/North
St. Charles Hospital & Rehabilitation Center
St. Charles Hospital & Rehabilitation Pediatrics
St. Charles Rehabilitation Center at Albertson
St. Charles Rehabilitation Center at Brooklyn
St. David’s Rehabilitation Center
St. Francis Hospital
St. George’s Hospital
St. Johnland Nursing Home
St. John’s Episcopal Hospital
St. John’s Hospital
St. Joseph’s Hospital Health Center
St. Joseph’s Hospital & Medical Center
St. Luke’s Episcopal Hospital
St. Luke’s Hospital
St. Luke’s-Roosevelt Hospital
St. Mary’s Hospital
St. Mary’s Hospital for Children
St. Peter’s Medical Center
St. Vincent’s Hospital & Medical Center
St. Vincent’s Medical Center of Richmond
Santa Barbara Cottage Hospital
Sea View Hospital Rehabilitation Center & Home
Seton Medical Center
Shriners Hospitals for Children
Sisters of Charity
Sound Shore Medical of Westchester
S.E. Massachusetts Rehab & Performance Center
South Bay Rehabilitation Center
South Bay Sports & Physical Therapy
South Coast Hospital Group-St. Luke’s Hospital
South Coast Hospital Group-Tobey Hospital
South Coast Hospital Group-Charlton Memorial Hospital
228
South Nassau Communities Hospital
Southeast Massachusetts Rehab & Performance Center
Southampton Hospital
South Shore Pediatric Physical Therapy
Southside Health Institute
Southside Hospital
Sports Medicine Rehabilitation
Sports & Orthopaedic Rehabilitation Institute
Staten Island University Hospital North
Staten Island University Hospital North-Pediatrics
Staten Island University Hospital South
Stepping Stone Day School
Sunshine Orthopedic & Sports Physical Therapy
SUNY Health Science Center at Syracuse
Terence Cardinal Cook Health Care Center
The Physical Therapy Center at Briarcliff
Therapy & Sports Center Inc.
Union Hospital of Cecil County
United Cerebral Palsy-The Children’s Center
United Hebrew Geriatric Center
United Presbyterian Residence
Universal Institute, Inc.
University Hospital
Variety Preschooler’s Workshop
Veterans Administration Hospital & Medical Center
Henry Viscardi School
Wantagh Physical Therapy/Advance Physical Therapy
The Jack D. Weiler Hospital
Wellington Regional Medical Center
Westchester County Medical Center
Westchester Square Medical Center
Westside Dance
White Plains Hospital Medical Center
Winthrop University Hospital
Yamato Orthopedic and Spinal Rehabilitation
Zuni Public Health Service Indian Hospital
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REGISTERED PROGRAMS
The following table provides a complete list of all Touro College programs registered with the New York
State Education Department at this time. Note: Enrollment in programs other than those listed below
may jeopardize a student’s eligibility for certain student aid awards. Not all programs are available at all
locations.
Accounting
HEGIS
Code
0502
Degree
Awarded
BS
Accounting
0502
MS
M
Accounting
5002
Cert.
F, M
Accounting
5002
AAS
M
Accounting
5002
AOS
F
American Law for Foreign Lawyers
1499
LLM
H
Bilingual Certification/TCHRS Special Ed & Spec/ Hearing Hand
0899
Adv. Cert.
M
Bilingual Education: Speech & Hearing Handicapped
0899
Adv. Cert.
M
Bilingual/Bicultural Education
0899
Adv. Cert.
M
Biology
0401
BS
F, K, M
Biomedical Equipment Technician
5299
Cert.
B, M
Business Administration
0506
MBA
M
Business Management
5004
Cert.
F, M
Program Title
Campus
F, K, M
Business Management and Administration
0506
BS
F, M
Business Management and Administration
5004
AS
F, M
Business Management and Administration/Accounting
5002
Cert.
F, M
Business Management and Administration/Data Processing
5101
Cert.
F, M
Business Management and Administration/Office Management
5004
Cert.
F, M
Chemistry
1905
BS
F, M
Childhood Education
0802
BA
M
Childhood Education/Teaching Students with Disabilities
0808
MS
F, M
Clinical Engineering and Biomedical Technology
0925
MS
B
Clinical Engineering and Biomedical Technology Retraining
0925
Adv. Cert.
B
Clinical Voc Rehabilitation Neuropsychology
2099
MS
B
Computer Science
0701
BS
F, K, M
Court Management
5099
Cert.
H
Desktop & Web Publishing
0602
BS
F, M
Desktop Publishing
5004
AS
F
Desktop Publishing
5008
AOS
F
Desktop Publishing
5012
Cert.
F
Digital Media Arts
5310
Cert.
M
Early Childhood Education
0823
BA
M
Economics
2204
BA
F, K, M
230
Education
0801
MS
M
Education
0801
MA
M
Electronic Document Processing
5005
Cert.
F, M
Elementary N-6
0802
BA
M
English to Speakers of Other Languages
1508
MS
F, M
Finance
0504
BS
F, K, M
Finance
5003
AOS
F
Finance
5003
AS
F, M
Finance
5003
AAS
M
Forensic Examination
1999.20
MS
B
Forensic Sciences
1999.20
BS
B
Gerontology
1201
MS
B
Gerontology
1201
Adv. Cert.
B
Gifted and Talented Education
0811
Adv. Cert.
M
Health Care Administration
1202
BS
B
Health Information Administration
1215
BS
M
Health Information Management
5213
Cert.
M
Health Science/Occupational Therapy Dual
1201/1208
BS/MS
B, M
Health Science/Physical Therapy Dual
1201/1212
BS/DPT
M
Health Science/Physical Therapy Dual
1201/1212
BS/MS
B, M
Health Science/Physical Therapy Dual
1201/1220
BS/DPT
B
Health Sciences/Acupuncture
1299/1299
BPS/MS
M
Health Sciences/Oriental Medicine
1299/1299
BPS/MS
M
Hebrew Language and Literature
1111
BA
M
History
2205
BA
M
Human Services
2101
BS
F, M
Human Services
5506
AS
F, M
Human Services
5508
AAS
M
Human Services
5508
AOS
F
Humanities
4903
BA
F, M
Information Systems
0701
MS
F, M
Information Systems-Data Communication
5104
AAS
M
Information Technology-Data Communication
5104
AOS
F
Instructional Technology
0899.02
MS
F, M
Interdisciplinary Liberal Arts and Sciences
4901
BS
F, K, M
Interdisciplinary Liberal Arts and Sciences
4901
BA
F, K, M
Interdisciplinary Studies in Biological and Physical Sciences
4902
MS
B
International Business Finance
0504
MS
M
Jewish Law
5603
Cert.
M
Jewish Studies
0399
MA
M
Judaic Studies
0399
BA
F, K, M
231
Law
1401
JD
H
Legal Studies for Non-Law Professionals
1499
MPS
H
Liberal Arts and Sciences
4901
BA
M
Liberal Arts and Sciences
5649
AA
F, M
Literature “English”
1502
BA
M
Management
0506
BS
F, K, M
Management
5004
AS
F, M
Management
5004
AOS
F
Management
5004
AAS
M
Management Info Sys: Data Communication
0702
BS
K
Management Info Systems: Programming
0702
BS
K
Management: Marketing
0509
BS
K
Marketing
5004
AAS
M
Marketing
5004
AOS
F
Master of Laws-General Studies
1499
LLM
H
Mathematics
Medical Office Coding and Billing
Billing
Mental Health Counseling
1701
BS
F
5005
Cert.
F
2104.10
MS
M
Micro Software: Support Technician
5101
Cert.
F
Networking
5101
Cert.
F
Nursing
5208.10
AAS
M
Occupational Therapy Assistant
5210
AAS
B, M
Office Technology
5004
AAS
M
Office Technology
5004
AOS
F
Orthopaedic Physical Therapy
1212
MS
B
Osteopathic Medicine
1210
DO
O
Philosophy
1509
BA
M
Physical Therapist Assistant
5219
AAS
M
Physical Therapy
1212
DPT
B
Physician Assistant
1299
BS
B
Physician Assistant
1299.10
BS
M
Political Science
2207
BA
K, M
Programming
5103
Cert.
F
Psychology
2001
BA
F, K, M
Public Health
1214
MS
B
School Administration & Supervision
0828
Adv. Cert.
M
School Administration & Supervision
0828
MS
M
School Building Leader
0828
MS
M
School District Leadership
0828
MS
M
School Psychology
0826.02
MA
F
232
School Psychology
0826.02
MS
M
Social Science
2201
BA
F, M
Social Work
2104.10
MSW
M
Sociology
2208
BA
M
Special Education
0808
BS
M
Special Education
0808
MA
M
Special Education
0808
MS
M
Special Education
0808/0808
BS/MS
M
Special Education: Childhood Education
0808
BS
F, M
Special Education: Early Childhood Education
0808
BS
F, M
Speech and Communication
1220
BS
F, M
Speech-Language-Path
1220
MS
F, M
Teacher of Speech and Hearing Hand
Teaching Early Childhood Education/
Teaching Students with Disabilities B-GR2
Teaching Literacy
Teaching Middle Childhood/ Teaching Students with Disabilities Middle
Childhood
Trans-Disciplinary Early Intervention
0815
MS
F
0808
MS
F, M
0830
MS
F, M
0804
MS
F, M
1208
MS
B
B = Registered at Bay Shore Branch Campus, Long Island
F = Registered at Flatbush Branch Campus, Brooklyn
H = Registered at Huntington Branch Campus, Long Island
K = Registered at Kew Gardens Branch Campus, Queens
M = Registered at Manhattan Main Campus
O = Registered at Harlem Branch Campus
RETENTION STATISTICS
Touro College is pleased to provide the following information regarding our institution’s
graduation/completion rates. The information is provided in compliance with the Higher Education Act
of 1965, as amended. The rates reflect the graduation/completion status of ALL first-time, full-time
undergraduate students who enrolled during the 1999-2000 school year and for whom 150% of the
normal time-to-completion has elapsed.
During the Fall semester of 1999, 1,756 first-time, full-time, certificate- or degree-seeking undergraduate
students entered Touro College. After six (6) years (as of June 30, 2005), 410 (23.3%) of these students
had graduated from our institution or completed their programs.
Three hundred sixty-nine (369) of the 1,756 first-time, full-time students enrolled for the bachelor’s
degree. After six (6) years (as of June 30, 2005), 203 (55%) of these students had graduated.
During the Fall semester of 2002, 1,541 first-time, full-time, associate’s-degree-seeking students entered
Touro College. After three (3) years (as of June 30, 2005), 234 (15.18%) of these students had graduated.
Questions related to this information should be directed to:
Ira Tyszler, Dean of Enrollment Management and Institutional Research,
(212) 463-0400, ext. 491.
233
TOURO COLLEGE BOARD OF TRUSTEES
Mark Hasten, L.H.D., Chairman
Abraham Biderman
Menachem Genack, L.L.D.
Solomon Goldfinger
Howard Jonas, L.H.D. (on leave)
Bernard Lander, Ph.D.
Doniel Lander
Martin Oliner, Esq.
Larry Platt, M.D.
Zvi Ryzman
Jack Weinreb
TOURO COLLEGE BOARD OF OVERSEERS
Mark Hasten, Chairman
Charles Bedzow
Abraham Biderman
Stephen Brown
Daniel Cantor
Ben Chouake, M.D.
Charles Ganz
Menachem Genack
Gilbert J. Ginsburg, Esq.
Solomon Goldfinger
Barry Golomb, Esq.
Ira Greenstein
Sam Halpern
Hart Hasten, Emeritus
Michael Hasten
Shalom Hirschman, M.D.
Murray Huberfeld
Howard Jonas (on leave)
Michael Karfunkel
Sisel Klurman
George Kuhl
Charles Kushner
Bernard Lander, Ph.D.
Doniel Lander
Martin Oliner, Esq.
Larry Platt, M.D.
Emanuel Quint, Esq.*
Leon Reich, M.D.
Albert Reichmann
Daniel Retter, Esq.
Stephen Rosenberg
Martin Rosenman
William Schwartz, Esq.
Yitzchak Shavit
Israel Singer
Edward L. Steinberg, O.D.
Gary Torgow, Esq.
Jack Weinreb
* Emeritus
234
COLLEGE ADMINISTRATION
OFFICE OF THE PRESIDENT
Bernard Lander, Ph.D., L.H.D., President
Shalom Z. Hirschman, M.D., Senior Vice President for Academic Affairs
Akiva Kobre, M.A., Senior Vice President and Chief Administrative Officer
Moshe Krupka, M.S., Senior Vice President for College Affairs
Melvin Ness, B.A., C.P.A., Senior Vice President and Chief Financial Officer
Stanley L. Boylan, Ph.D., Vice President of Undergraduate Education and Dean of Faculties
Robert Goldschmidt, M.A., Vice President of Planning and Assessment, Dean of Students
Nathan Lander, Ph.D., Vice President of Special Projects
Jay Sexter, Ph.D., Vice President for National Affairs
David Moss, J.D., Vice President for Institutional Advancement
Sheldon Sirota, D.O., Vice President for Osteopathic Medical Affairs
Eva Spinelli-Sexter, M.S., Executive Administrative Dean of NYSCAS & Vice President of Community
Education
Elihu Marcus, Ph.D., Executive Assistant to the President
Simcha Fishbane, Ph.D., Special Assistant to the President
Jerome Miller, M.S., Dean of Communications and College Affairs
Ruth Schneider, Executive Secretary to the President
Liliane Lampert, Administrative Assistant
TOURO COLLEGE OFFICE OF ACADEMIC AFFAIRS
Stanley Boylan, Ph.D., Vice President of Undergraduate Education, Dean of Faculties
Barry Bressler, Ph.D., Dean, Undergraduate School of Business
Marian Stoltz-Loike, Ph.D., Dean, Lander College for Women
Mira Felder, M.A., Associate Dean for Language and Communication (NYSCAS)
Isaac Herskowitz, Ed.D., Dean, Graduate School of Technology, Director of Academic Computing
Charlotte Holzer, Ph.D., Assistant Dean, School for Lifelong Education
Leon Perkal, Ph.D., Associate Dean of Faculties (NYSCAS)
Michael Shmidman, Ph.D., Dean, Graduate School of Jewish Studies
Charles Snow, Ph.D., Dean of Business Programs
Anthony J. Polemeni, Ph.D., Dean, School of Education and Psychology Graduate Division
Moshe Z. Sokol, Ph.D., Dean, Lander College for Men
Joseph Weisberg, Ph.D, Dean, School of Health Sciences
Irina Shrager, B.S., Assistant to the Vice President of Undergraduate Education & Dean of Faculties
Chaya Wiesel, B.A., Assistant to the Vice President of Undergraduate Education & Dean of Faculties
Leah Silberman, B.A., Secretary to the Vice President of Undergraduate Education & Dean of Faculties
Pearl Newman, B.S., Assistant to the Dean of Undergraduate Business Programs
OFFICE OF PLANNING, ASSESSMENT AND STUDENT AFFAIRS
Robert Goldschmidt, M.A., Vice President of Planning and Assessment, and Dean of Students
Avery Horowitz, Ph.D., Associate Dean of Students for Advisement and Counseling
Eric Linden, Ph.D., Director of Assessment and Evaluation
S. Ronald Amsel, M.B.A., Director of Career Services
Timothy Taylor, M.F.A., Associate Dean of Students and Director of Learning Resource Centers
Steven Toplan, M.S., Director of Admissions, The Lander Colleges of Arts and Sciences
235
Barry Nathan, B.A., Director of Recruitment, Lander College for Men
Chana Sosevsky, Ph.D., Resident Director, Touro College Israel Option, and Director, Touro College
Israel
Maurice Kofman, B.A., Placement Counselor
Malkie Katz, B.A., Dormitory Director, Lander College for Women
Renee Blinder, L.C.S.W., C.A.S.A.C., Advisor/Counselor, The Lander Colleges of Arts and Sciences –
Flatbush Campus
Joshua Cheifetz, M.S.W., Advisor/Counselor, Institute for Professional Studies/Machon L’Parnasa
Joel Dickstein Ed.D., Counselor for Students with Special Needs
Barbara Fisher, M.A., Career Counselor, Lander College for Women
Daniel Glanz, B.A., Dormitory Supervisor, Lander College for Men
Beth Halberstam, M.S., Advisor/Counselor, Institute for Professional Studies/Machon L’Parnasa
Martin Herskowitz, M.S.W., Coordinator of Career Counseling
Naomi Klapper, M.A., Counselor, Lander College for Women
Peter Mandelbaum, M.A., Career Counselor, The Lander Colleges of Arts and Sciences – Flatbush
Campus
Jay Miller, M.S.W., Counselor, Lander College for Men
Tuvia Mozorosky, M.L.S., Advisor, Lander College for Men
Sandra Parnes, M.S., Advisor/Counselor, School for Lifelong Education
Lisa Sheinhouse, M.S., Advisor/Counselor, The Lander Colleges of Art and Sciences – Flatbush Campus
Joshua Zilberberg, M.S.W., Advisor, The Lander College of Arts and Sciences – Flatbush Campus
ADMINISTRATIVE SERVICES
Akiva Kobre, M.A., Senior Vice President and Chief Administrative Officer
Guissepe Caradonna, Director of Facilities
Rafael Marrero, Facilities Manager, Manhattan and Queens
Joseph Livreri, Facilities Manager, Brooklyn
Rosie Kahan, B.A., Director of Human Resources
Esther Greenfield, B.A., Purchasing Supervisor
Hester Levy, B.A., Assistant to the Director of Human Resources
Shoshana Sandiford, B.A., Assistant to the Senior Vice President and Chief Administrative Officer
Wanda Hernandez, B.S., Director of Purchasing
Mark Shor, Director of the Office of Information Technology
Robert Kariyev, M.S., Manager of Data Communications
Mendy Kupfer, B.S., Manager of Voice Communications
Yehuda Levilev, B.R.S., Server Manager
Don Nguyen, B.S., Applications Development Manager
Zvi Kurlander, B.A., Help Desk Manager
OFFICE OF FISCAL AFFAIRS
Melvin M. Ness, B.S., C.P.A., Senior Vice President and Chief Financial Officer
Phillip Friedman, B.B.A., C.P.A., Budget Director
Ahuva Katz, B.S., Budget Analyst
Patricia Elek, Administrative Assistant
Yvonne J. Eston Ballard, Administrative Assistant
OFFICE OF RESOURCE DEVELOPMENT
David Moss, J.D., Vice President for Institutional Advancement
Barbara Franklin, M.S., M.S.L., Director of Communications
Esther Ingber, B.S., Director of Alumni Relations
236
Robert Babsky, A.O.S., Administrative Assistant to the Vice President for Institutional Advancement
ACCOUNTING SERVICES
Stuart Lippman, B.S., C.P.A., Controller
Elissa Jacobs, B.A., Assistant Controller
Myriam Elefant, M.A., Director of Student Finances and Bursar
Orley Parientee, B.S., Associate Bursar
Tamara Teshler, B.S., Associate Bursar
Enrika Kohavi, B.S., Collections Manager
STUDENT ADMINISTRATIVE SERVICES
OFFICE OF ENROLLMENT MANAGEMENT
Ira Tyszler, M.A., Dean of Enrollment Management and Institutional Research and Review
Vladimir Rozin, B.S., Assistant Dean of Enrollment Management
Richard S. Cohen, M.A., Project Director, Office of Enrollment Management
GinYee Chu, B.A., Associate for Institutional Research and Review
Michael J. Lee, B.A., Data Manager for Institutional Research and Review
Hannah Lander, M.B.A., Assistant to the Dean of Enrollment Management
Edward E. Schabes, M.S., Registrar for Data Management
Margaret Rodgers, M.A., Senior Associate Registrar
Regina Tekmyster, B.S., Senior Associate Registrar
Aida Figueroa, Associate Registrar
Luisa Fusco, B.A., Associate Registrar
Marina Kondrashova, B.S., Assistant Registrar
Avraham Rothman, B.S., Assistant Registrar
Andre Baron, B.S., Director of Admissions, New York School of Career and Applied Studies, School of
Health Sciences, Graduate Division of the School of Education And Psychology
Werner Mena, B.S., Assistant Director of Admissions
Ellen S. Schabes, Assistant to the Director of Admissions
OFFICE OF FINANCIAL AID
Carol Rosenbaum, B.S., Executive Director of Compliance and Financial Aid
Cheryl Bernath, A.S., Associate Director of Financial Aid Administration
Arlinda McDowell, B.S., Director of Compliance
Judy Shor, Financial Aid Counselor, The Lander Colleges of Arts and Sciences, Flatbush Campus –
Women and Lander College for Women
LIBRARY
Jacqueline A. Maxin, Ph.D., Director of Library Services
Bashe Simon, M.L.S., M.A., Coordinator of Public Services, Flatbush Campus
Marina Zilberman, M.L.S., Chief Librarian, Midtown Main Campus
Michoel Ronn, M.S.I.L.S., Coordinator of Technical and Electronic Services
Mark Balto, Ph.D., Librarian, Information Literacy
Chaya Drillman, M.L.S., Librarian, Flatbush Campus
Roberta Standish, M.L.S., Librarian, Flatbush Campus
Jerome Goldstein, M.L.S., Librarian, Lander College for Men
Thomas Cohn, M.L.I.S., Librarian, Technical and Electronic Services
Liping Wang, M.L.S., Librarian, Technical and Electronic Services
Carol Schapiro, M.L.S., M.S., J.D., Librarian, Midtown Main Campus
237
Salvatore Anthony Russo, M.L.S., Librarian, New York School of Career and Applied Sciences –
Harlem Campus
Myra R. Reisman, M.L.S., Medical Librarian, School of Health Sciences – Bay Shore Campus
LANDER COLLEGE FOR WOMEN
Marian Stoltz-Loike, Ph.D., Dean
Dvora Hersh, B.A., Assistant to the Dean
David Luchins, Ph.D., Founding Dean
Sasha Lantsman, B.A., Student Activities Coordinator
Tamar Golan, B.S., Admissions Associate
LANDER COLLEGE FOR MEN
Moshe Sokol, Ph.D., Dean
Barry Nathan, B.A., Director of Recruitment
Phyllis Lander, M.P.A., Coordinator of Student Services
Susan Moskowitz, B.A., Assistant to the Dean
GRADUATE SCHOOL OF JEWISH STUDIES
Michael Schmidman, Ph.D., Dean
Moshe Sherman, Ph.D., Associate Dean
Suzannah Gordon, Assistant to the Dean
JACOB D. FUCHSBERG LAW CENTER
Lawrence Raful, J.D., Dean and Professor of Law
Gary Shaw, J.D., L.L.M., Vice Dean and Professor of Law
Leon D. Lazer, L.L.B., Associate Dean for Continuing Legal Education and Professor of Law
Kenneth A. Rosenblum, LL.B., LL.M., Associate Dean for Student Services
Nicola Lee, LL.B., M. Phil., Associate Dean for Research and Planning and Professor of Legal Methods
April Schwartz, J.D., M.L.S., Law Library Director and Associate Professor of Law
Linda M. Baurle, Assistant Dean for Administration
Barbara Mehrman, A.C.D., Assistant Dean for Career Services
Linda Howard Weissman, R.N., B.A., Assistant Dean for Institutional Advancement
GRADUATE SCHOOL OF BUSINESS
Charles J. Snow, Ph.D., Dean
James S. Musumeci, Ph.D., Director of Graduate Programs
Hadassah Feinberg, M.S., Director of Special Projects
THE GRADUATE DIVISION OF THE SCHOOL OF EDUCATION AND
PSYCHOLOGY
Anthony Polemeni, Ph.D., Dean
Yuriy V. Karpov, Ph.D., Associate Dean for Graduate Study
Melvin Imas, Ph.D., Chair of School Psychology Program
Ronald Lehrer, Ph.D., Chair of Graduate Studies in Education and Special Education
Nilda Soto-Ruiz, Ph.D., Chair of School Administration and Supervision Programs
Myrna Colon, Administrative Assistant to the Dean
Jacqueline Olivo, B.S., Office Manager
238
NEW YORK SCHOOL OF CAREER AND APPLIED STUDIES (NYSCAS)
Eva Spinelli-Sexter, M.S., Executive Administrative Dean of NYSCAS and Vice President of
Community Education
Mira Felder, M.A., Associate Dean for Language and Communications
Leon Perkal, Ph.D., Associate Dean of Faculties
Timothy Taylor, M.F.A., Associate Dean of Students and Director of Learning Resource and Testing
Centers
Ella Tsirulnik, M.B.A., Associate Dean of Administration
Lenin Ortega, M.S., Assistant Dean
Michael Cherner, M.S., Director, Touro Computer Center
Rosalind Frank, M.A., Director of Learning Resource and Learning Testing Centers
Jacob Lieberman, Ph.D., Director of Academic Services
Kara Solomon, B.A., Director of Editorial Services
Russell Hirsch, M.A., Testing Coordinator
SCHOOL FOR LIFELONG EDUCATION
Jerome Miller, M.S., Founding Dean Emeritus
Shoshana Grun, M.S., Program Director
Charlotte Holzer, Ph.D., Assistant Dean
Esther G. Roseman, Site Coordinator
Batsheva Elshevich, Secretary
INSTITUTE FOR PROFESSIONAL STUDIES/MACHON L’PARNASA
Esther Braun, B.A., Director
Florence Cohen, Director of Recruitment
Orly Bar-Nir, Administrative Assistant
TOURO UNIVERSITY COLLEGE OF OSTEOPATHIC MEDICINE
Harvey Kaye, Ed.D., Provost and Chief Executive Officer, Touro University and Dean of the College of
Education, Touro University- CA
Nathan Church, Ph.D., Vice President of Student Affairs and Dean of Students, Touro University-CA
Richard A. Hassel, B.S., Vice President of Administration
INTERNATIONAL PROGRAMS
Herwig E. Hasse, Ph.D., Dean, Touro College Berlin
Sara Nachama, B.A., Administrative Director, Touro College Berlin
Maya Polishchuk, Ph.D., Dean, Lander Institute - Moscow
Jenny Nuvakhova, M.S., Registrar, Lander Institute - Moscow
TOURO UNIVERSITY INTERNATIONAL
Yoram Neumann, Ph.D., Provost
Paul Watkins, Ph.D., Dean, Colleges of Business Administration and Computer Information Systems
Edith Neumann, Ph.D., Dean, College of Health Sciences
239
SCHOOL OF HEALTH SCIENCES
ADMINISTRATION
Joseph Weisberg, Ph.D., P.T., Dean, School of Health Sciences
Gerald D. Barry, Ph.D., Associate Dean for Academic Affairs
Vera-Jean Clark-Brown, M.S., OTR/L, Director, Occupational Therapy Programs
Frances Corio, M.A., P.T., O.C.S., Chairperson, Post-Professional Physical Therapy Programs
Gail Drapala, Director, Financial Aid
Nadja Graff, Ph.D., Director, Manhattan Campus Physician Assistant Program
Alona Harris, Ed.D., Chairperson, Department of Nursing
Elliot Hymes, M.A., Director, Undergraduate Studies
Joseph Indelicato, A.C.S.W., Ph.D., Director, Master of Science in Public Health
Susan Jacobson, M.S., Director of Student Affairs, Director of Advanced Graduate Administration,
Post-Professional DPT
Gerry Leisman, M.D., Ph.D., C. Psychol., Director, Clinical Rehabilitation Neuropsychology
Hindy Lubinsky, M.S., CCC/SLP, Chairperson, Speech Language Pathology Department, Director,
Graduate Program in Speech-Language Pathology
James F. Meade, Operations Manager, Bay Shore
Robin Lynn Morrell, Associate Director for Fiscal Affairs
Susan Powers, Executive Assistant to the Dean
Myra Reisman, M.L.S., Academic Librarian
Kathy Taromina, M.S., L.Ac., Program Director, Oriental Medicine and Acupuncture
Muriel Tenety, M.S., Associate Registrar
Joseph Faiella-Tommasino, RPA-C, M.S., Ph.D., Director Physician Assistant Program-Bay Shore and
Mineola
Jean Vitale, M.A., Associate Director of Admissions
Dennis M. Weinstein, B.A., Director of Marketing
Christopher Kevin Wong, PT, Ph.D., OCS, Director, Physical Therapy Programs
ADMINISTRATIVE STAFF
Lisa Amrhien, Clinical Secretary, Speech-Language Pathology Program
Patricia Birmingham, Clinical Education Administrative Assistant, Physical Therapy Programs,
Manhattan Campus
Lydia Borges, Administrative Assistant, Occupational Therapy Department, Manhattan Campus
Sileni Cabrera, Administrative Assistant, Doctor of Physical Therapy Program, Manhattan Campus
Jennifer Christie, Administrative Assistant, Bay Shore Campus Physician Assistant Program
Danielle DePalo, B.A., Senior Administrative Assistant, Department of Nursing
Alexis Echauri, Clinical Secretary, Bay Shore Campus Physician Assistant Program
Chikaodi Enweuroh, Administrative Assistant, Physical Therapist Assistant Program
Marien P. Fabal, Secretary, Winthrop Extension Center Physician Assistant Program
Jennifer Farrell, Academic Secretary, Speech-Language Pathology Program
Donna Gardner, Administrative Assistant, Undergraduate Studies
Joanna Geraci, Administrative Assistant, Occupational Therapy Department, Bay Shore Campus
Michelle Gireti, Administrative Assistant, Master of Science in Public Health Program
Gail Graham, Senior Administrative Assistant, Undergraduate Studies
Elizabeth Holzer, Administrative Assistant, Post-Professional Physical Therapy Programs
Patricia Lightsey, Administrative Assistant, Occupational Therapy Assistant Program, Manhattan
Campus
240
Leah Raff-DeSanto, Admission Coordinator, Physical Therapy Programs
Carol Reilly, Administrative Assistant, Occupational Therapy Department, Bay Shore Campus
Anita Stone, Administrative Assistant, Manhattan Campus Physician Assistant Program
Carol Toia, Academic Secretary, Bay Shore Campus Physician Assistant Program
Deborah Vann, Clinical Education Administrative Assistant, Physical Therapy Program, Bay Shore
Campus
Kathleen Winterberg, Administrative Assistant, Doctor of Physical Therapy Program, Bay Shore
Campus
241
FULL-TIME FACULTY
Note: CUNY - City University of New York
DONNA ADAMS
Assistant Professor of Physical Therapy
D.P.T., Touro College
ROBERT BAKER
Assistant Professor of Neuropsychology
Ph.D., Graduate Center, CUNY
MARY BANAHAN
Clinical Coordinator, Manhattan Campus Physician Assistant Program
B.S., Touro College
GERALD BARRY
Professor of Physiology
Ph.D., Albany Medical College
MORRIS BENJAMINSON
Professor of Biological Sciences
Ph.D., New York University
CLARA BISTRICER
Assistant Professor of Physical Therapy
M.A., Teachers College-Columbia University
SYLVENE BLISSETT
Assistant Professor of Physical Therapy
D.P.T., Chatham University, M.P.H., New York University
SUZAN BIGNAMI
Academic Coordinator, Physician Assistant Program
B.S., Touro College
TARA CASIMANO
Assistant Professor of Occupational Therapy
M.H.S., University of Florida
NICOLE CIMINO
Academic Coordinator, Physician Assistant Program
B.S., Touro College
VERA-JEAN CLARK-BROWN
Clinical Associate Professor of Occupational Therapy
M.S., Long Island University, C.W. Post
FRANCES CORIO
Associate Professor of Physical Therapy
M.A., New York University
CLAIRE DAFFNER
Assistant Professor of Occupational Therapy
Ph.D., Touro University International, M.A., Columbia University
STEPHANIE DAPICE WONG
Assistant Professor of Occupational Therapy
M.S., Touro College
MARYANNE DRISCOLL
Associate Professor of Psychology
Ph.D., Columbia University
242
EMIL EUAPARADORN
Assistant Professor of Physical Therapy
M.S., Touro College
ARTHUR EZRA
Professor of Biomedical Engineering
Ph.D., University of California, Berkeley
EZRA GAMPEL
Assistant Professor of Psychology
Ph.D., Graduate Center, CUNY
RALPH GARCIA
Assistant Professor of Physical Therapy
Ph.D., New York University
ALAN GELIEBTER
Professor of Psychology
Ph.D., Columbia University
JAMES A. GILCHRIEST
Assistant Professor of Biology
M.S., Touro College
CLAIRE GILGANNON
Clinic Supervisor, Speech-Language Pathology Program
M.S., Adelphi University
JASON GINSBERG
Lecturer, Oriental Medicine and Acupuncture Program
M.S., Pacific College of Oriental Medicine
FELICIA GIRONDA
Associate Professor of Speech-Language Pathology
Ph.D., Graduate Center, CUNY
NADJA GRAFF
Associate Professor of Biochemistry
Ph.D., Columbia University
ANTHONY GUIDA
Assistant Professor of Physician Assistant Studies
M.D., State University of New York, Upstate Medical Center
RAMONA GUTHRIE
Assistant Professor of Occupational Therapy
Academic Fieldwork Coordinator, Occupational Therapy Assistant Program
MPA, New York University
LAURA HAGAN
Assistant Professor of Physical Therapy
M.A., Touro College
ALONA HARRIS
Associate Professor of Nursing
Ed.D., Columbia University
JOSEPH HAYES
Assistant Professor of Physical Therapy
D.P.T., Massachusetts General Hospital Institute of Health Professions
A. ZE’EV HED
Professor of Medical Physics
D.Sc., Technion, Israel Institute of Technology
243
ZVI HERSCHMAN
Associate Professor of Forensic Neuroscience
M.D., Albert Einstein College of Medicine
JILL HORBACEWICZ
Assistant Professor of Physical Therapy
M.A., New York University
ESTHER HURLEY
Lecturer of Speech-Language Pathology
M.A., Lehman College
ELLIOT HYMES
Assistant Professor of History
M.A., Brooklyn College, CUNY
JOSEPH INDELICATO
Associate Professor of Psychology
Ph.D., Hofstra University
SCOTT IPPOLITO
Associate Professor of Physician Assistant Studies
M.D., Ross University School of Medicine
DIANA JOS
Assistant Professor of Occupational Therapy
M.S., Touro College
STEPHEN KANTER
Assistant Professor of Physical Therapy
D.P.T., University of Medicine and Dentistry of New Jersey
JULIE KARDACHI
Assistant Professor of Occupational Therapy
M.A., New York University
MICHAEL KAUFER
Lecturer of Speech-Language Pathology
Au.D., Arizona State
RACHEL KIDRON
Postdoctoral Fellow in Neuropsychology
Ph.D., Tel Aviv University
GRACE KIM
Academic Fieldwork Coordinator, Occupational Therapy Program, Manhattan Campus
M.S., M.A., SUNY at Buffalo
PAUL KOCH
Professor of Biomedical Engineering
Ph.D., Columbia University
KRISTIN KOEHLER
Assistant Professor of Nursing
M.A., New York University
MICHAEL KOSSOVE
Assistant Professor of Biology
M.S., Long Island University
SUPAWADEE LEE
Assistant Professor of Occupational Therapy
Ph.D., New York University
GERRY LEISMAN
Professor of Rehabilitation Sciences
Ph.D., Union University
244
HINDY LUBINSKY
Associate Professor of Speech and Language Pathology
M.S., Brooklyn College, CUNY
MARY ELLEN LUCZUN
Assistant Professor of Nursing
M.S.N., Hunter College-Bellevue School of Nursing
RICHARD MAHER
Assistant Professor of English
M.S., St. John’s University
ADRIENNE MCAULEY
Assistant Professor of Physical Therapy
M.A.Ed., George Washington University
RIVKA MOLINSKY
Assistant Professor of Occupational Therapy
M.A., New York University
DENISE O’BRIEN
Associate Professor of Speech-Language Pathology
Ph.D., New York University
MIERA ORENTLICHER
Assistant Professor of Occupational Therapy
M.A., New York University
MICHAEL OXMAN
Lecturer of Oriental Medicine and Acupuncture
Chair of Clinical Instruction
M.S., American College of Traditional Medicine
PAULA PASHKOFF
Clinical Coordinator, Physician Assistant Program
B.S., St. John’s University
JOSHUA PAYNTER
Assistant Professor of Oriental Medicine and Acupuncture
M.S., Pacific College of Oriental Medicine
ELYSE PIMSLER
Academic Fieldwork Coordinator, Occupational Therapy Program, Bay Shore
Assistant Professor of Occupational Therapy
M.A., New York University
LYDIA POSIN
Academic Coordinator, Manhattan Campus Physician Assistant Program
Assistant Professor of Physician Assistant Studies
M.S., Brooklyn College
SUSHAMA RICH
Assistant Professor of Gross Anatomy and Clinical Medicine
M.D., University of Madras, Stanley Medical College, India
KATHRYN ROBSHAW-TURNBULL
Assistant Professor of Physical Therapy
D.P.T., Long Island University
LYNN ROSENBERG
Assistant Professor of Speech-Language Pathology
M.S., State University of New York at Buffalo
MARK SANDBERG
Associate Professor and Director of Clinical Programs, Neuropsychology Program
Ph.D., University of Florida
245
REUVEN SANDYK
Professor of Neuroscience
M.D., University of Bonn
JOYCE SCHENKEIN
Associate Professor of Psychology
Ph.D., Graduate Center, CUNY
LESLIE SCHONBRUN
Assistant Professor of Physics
DPT, Touro College; M.B.A., Adelphi University
RANDI SHERMAN
Assistant Professor of Speech and Language Pathology
Ph.D., Columbia University
LUELLA SMITHEIMER
Associate Professor of Speech-Language Pathology
Ph.D., New York University
ROSLYN SOFER
Assistant Professor of Physical Therapy
M.A., Touro College
BARBARA STAIANO
Clinical Coordinator, Manhattan Campus Physician Assistant Program
D.C., New York Chiropractic College
DAVID STEINMAN
Assistant Professor of Psychology
Ph.D., Adelphi University
MELISSA A. STONE
Lecturer in Nursing
M.S.N., Quinnipiac University
PIROSKA SZABO
Professor of Anatomy
Ph.D., University of Florida
KATHY TAROMINA
Assistant Professor of Oriental Medicine and Acupuncture
M.S., Pacific College of Oriental Medicine
JOSEPH TOMMASINO
Associate Professor of Physician Assistant Studies
Ph.D., City University of Los Angeles
ROBERT TROIANO
Assistant Professor of Physical Therapy
D.P.T., Massachusetts General Hospital Institute of Health Professions
ROSALIE UNTERMAN
Clinical Director, Speech-Language Pathology Program
Associate Professor of Speech-Language Pathology
Ph.D., New York University
MICHAEL WEBER
Lecturer in Physician Assistant Studies
MPAS, University of Nebraska
FRANCE WEILL
Assistant Professor of Speech-Language Pathology
M.S., Columbia University
246
CURT WEINSTEIN
Lecturer in Neuroscience
M.S., University of Michigan
SIDNEY WEINSTEIN
Distinguished Professor of Neuroscience
Ph.D., New York University
JOSEPH WEISBERG
Professor of Physical Therapy
Ph.D., New York University
LYN WEISS
Clinical Professor of Neuroscience
M.D., SUNY Downstate College of Medicine
JUDAH WELLER
Assistant Professor of Speech-Language Pathology
Ed.D., Yeshiva University
CHRISTOPHER KEVIN WONG
Associate Professor of Physical Therapy
Ph.D., Touro University International
ROBIN ZELLER
Associate Professor of Speech-Language Pathology
M.Phil., Ph.D., Graduate Center, CUNY
ALEXANDER ZEMCOV
Professor of Biomedical Engineering
D.EngSc., Columbia University
ROBERT ZENHAUSERN
Professor of Biobehavioral Science
Ph.D., Fordham University
ADJUNCT FACULTY
Note: CUNY – City University of New York
SUNY – State University of New York
ARASH AKHAVAN
Physician Assistant Program
M.D., Mount Sinai School of Medicine
RICHARD ANCONA
Physician Assistant Program
M.D., University of Bonn (Germany)
MAUREEN ANDERSON
Doctor of Physical Therapy Program
M.S., P.T., Quinnipiac University
BOB ANZIANO
Doctor of Physical Therapy Program
M.B.A., New York Institute of Technology
HAROLD ASBURY
Oriental Medicine and Acupuncture Program
M.S., Touro College
247
RALPH ATLAS
Public Health Program
Ph.D., New York University
THOMAS BANKS
Physician Assistant Program
M.S., Long Island University
AMY BERGEN
Speech-Language Pathology Program
M.S., Brooklyn College, CUNY
LEONARD BERKOWITZ
Physician Assistant Program
D.O., New York College of Osteopathic Medicine
PHYLLIS BERNSTEIN
Speech-Language Pathology Program
M.S., Brooklyn College, CUNY
TZIONA BIN-NUM
Speech Language Pathology Program
M.S., Brooklyn College, CUNY
ROBIN BLUM
Physician Assistant Program
M.D., Tufts University School of Medicine
ISRAEL BOCHNER
Physician Assistant Program
B.S., Touro College
MARK BOOKHOUT
Post-Professional Doctor of Physical Therapy Program
M.S., Institute of Graduate Health, Atlanta
PATTI BOTTINO-BRAVO
Speech-Language Pathology Program
M.S., Brooklyn College, CUNY
ROBERT BRESSLER
Physician Assistant Program
Ph.D., New York University
SUSAN A. BUCKLEY
Occupational Therapy Program
M.A., New York University
SHANE BUSH
Neuropsychology Program
Ph.D., California School of Professional Psychology
ELENA CAFFENTZIS
Speech-Language Pathology Program
M.A., Boston University
LISA CANE
Neuropsychology Program
Ph.D., Hofstra University
ELIZABETH CARPENTER
Oriental Medicine and Acupuncture Program
M.S., Pacific College of Oriental Medicine
CORNELIUS CASH
Occupational Therapy Program
M.A., Touro College
248
LAURA CAVALLARO
Doctor of Physical Therapy Program
D.P.T., SUNY at Stony Brook
KEVIN CERRONE
Doctor of Physical Therapy Program
D.P.T., Touro College
CAROL CHAMOFF
Occupational Therapy Program
B.S., SUNY at Buffalo
MEG CHANG
Oriental Medicine and Acupuncture Program
Ed.D., Columbia University Teachers College
ZHAO-YANG CHEN
Oriental Medicine and Acupuncture Program
MB/BS, Shanghai University of Traditional Chinese Medicine
CHARLES H. CHRISTIANSEN
Occupational Therapy Program
Ed.D., University of Houston
CLAUDIA CITKOVITZ
Oriental Medicine and Acupuncture Program
M.S., Tri-State College of Acupuncture
ROY CONSTANTINE
Physician Assistant Program
Ph.D., Touro University International
SANDRA COOPER
Physical Therapy Program
M.A., University of California Medical Center
KAREN CORREIA
Physical Therapy Program
Ph.D., University of Strathclyde
RICHARD COSCI
Undergraduate Studies
M.S., Adelphi University
RICHARD COTTY
Physician Assistant Program
Ph.D., New York Medical College
SEAN CRUSE
Undergraduate Studies
M.A., Adelphi University
JOE D’AMBROSIO
Doctor of Physical Therapy Program
M.S., P.T., Columbia University
LARRY DEEMER
Occupational Therapy Program
M.A., New York University
EVA DEMYEN
Undergraduate Studies
M.S., Adelphi University
LAWRENCE DENOTO
Occupational Therapy Program
M.A., Touro College
249
SHEILA DIENTE
Oriental Medicine and Acupuncture Program
M.S., Pacific College of Oriental Medicine
FRANK DIGREGORIO
Undergraduate Studies
M.S., Long Island University
MIHAI DIMANCESCU
Neuropsychology Program
M.D., University of Toulouse (France)
MAURA DOYLE
Doctor of Physical Therapy Program
D.P.T., Columbia University
JOAN E. EDELSTEIN
Doctor of Physical Therapy Program
M.S., New York University
KHOSROW EGHTESADI
Neuropsychology Program
Ph.D., University of London
STEVEN EMMETT
School of Health Sciences
D.O., Chicago College of Osteopathy
KEVIN ERGIL
Oriental Medicine and Acupuncture Program
M.S., American College of Traditional Chinese Medicine
M.A., University of Washington
JILL ESTERSON
Post-Professional Doctor of Physical Therapy Program
M.S., Columbia University
HENNY FRANKEL
Speech-Language Pathology Program
M.S., Brooklyn College, CUNY
MAYA FRANKFURT
Doctor of Physical Therapy Program
Ph.D., Mount Sinai School of Medicine
DAVID FRIEDMAN
Physician Assistant Program
M.D., Albany Medical College
PATRICK GIBBS
Physician Assistant Program
B.S., Touro College
JOSEPH GIGANTE
Physician Assistant Program
D.O., New York College of Osteopathic Medicine
JASON GINSBERG
Oriental Medicine and Acupuncture Program
M.S., Pacific College of Oriental Medicine
LANA GOODMAN
Occupational Therapy Program
M.A., New York University
250
CHERYL GREENSTEIN
Physician Assistant Program
MPAS, University of Nebraska Medical Center
DAMON HALPERIN
Oriental Medicine and Acupuncture Program
B.S., Long Island University
ELIZABETH HARPER
Oriental Medicine and Acupuncture Program
M.S., University of Massachusetts
VALERIE HARRIS
Doctor of Physical Therapy Program
D.P.T., Touro College
XIN HE
Oriental Medicine and Acupuncture Program
M.B./B.S., Hunan College of Traditional Chinese Medicine
EVADNE HODGE
Public Health Program
MPS, New School University
BRIAN HOKE
Post-Professional Doctor of Physical Therapy Program
D.P.T., Boston University
THOMAS HOLLAND
Doctor of Physical Therapy Program
Ph.D., New York University
ANTHONY HOLLANDER
Undergraduate Studies
Ph.D., New York University
MICHAEL HOLMES
Neuropsychology Program
Ph.D., University of Edinburgh
STEPHEN HONOR
Forensic Examination Program
Ph.D., Hofstra University
BEVERLY P. HOROWITZ
Occupational Therapy Program
Ph.D., Fordham University
TERI INGENITO
Physical Therapy Program
M.S., Long Island University
RICHARD JACOBSON
Physician Assistant Program
B.S., St. John's University
GREGG JOHNSON
Post-Professional Doctor of Physical Therapy Program
B.S., University Southern California
VICKY SALIBA JOHNSON
Post-Professional Doctor of Physical Therapy Program
M.A., Medical College of Georgia
SUSAN JONES
School of Health Sciences
Ph.D., SUNY Upstate Medical Center
251
DIANA JOS
Public Health Program
M.S., Touro College
DORIS KAHN
Clinic Supervisor of Speech-Language Pathology Program
M.S., Brooklyn College, CUNY
WILLIAM J. KAPLANIDIS
Oriental Medicine and Acupuncture Program
M.S., Pacific College of Oriental Medicine
MOSHE KASPI
Neuropsychology Program
D.Sc., Technion, Israel Institute of Technology
MICHAEL KATZ
Forensic Examination Program
M.S., St. John’s University
ROCHELLE KERCHNER
Undergraduate Studies
M.S., SUNY at Buffalo
JERRY KOLLER
Speech-Language Pathology Program
M.S., Lehman College
MICHAEL LACE
Physician Assistant Program
B.S., Touro College
WALTER LACE
Undergraduate Studies
M.A., SUNY at Stony Brook
ELANA LADAS
Oriental Medicine and Acupuncture Program
M.S., Columbia University
XIAO KUI LI
Oriental Medicine and Acupuncture Program
M.S., Beijing University
YINGZHE LI
Oriental Medicine and Acupuncture Program
M.S., Guangzhou University of Traditional Chinese Medicine
HONGWEI LIU
Oriental Medicine and Acupuncture Program
M.S., Gui Yang College of Traditional Chinese Medicine
RICHARD LUCK
Physician Assistant Program
D.O., New York College of Osteopathic Medicine
JAN MABY
Physician Assistant Program
D.O., New York College of Osteopathic Medicine
MARIE MADIGAN
Undergraduate Studies
M.S., Touro College
JOHN MAGEL
Doctor of Physical Therapy Program
Ph.D., University of Michigan
252
HOWARD MAKOFSKY
Post-Professional Doctor of Physical Therapy Program
D.H.Sc., St. Augustine University for Health Sciences
TED MARKS
Doctor of Physical Therapy Program
M.S., Columbia University
USHA MATHUR-WAGH
Physician Assistant Program
M.D., SMS Medical School (India)
RAYMOND MATTFELD
Doctor of Physical Therapy Program
M.A., Touro College
ISA MCCLURE
Doctor of Physical Therapy Program
M.S., P.T., Touro College
PATRICK MCQUADE
Post-Professional Doctor of Physical Therapy Program
M.A., SUNY at Stony Brook
JAMES MEGNA
Post-Professional Doctor of Physical Therapy Program
B.S., SUNY at Stony Brook
MARIA MEIGEL
Post-Professional Doctor of Physical Therapy Program
M.A., Touro College
ROBERT MELILLO
Neuropsychology Program
D.C., New York Chiropractic College
JOAV MERRICK
Neuropsychology Program
M.D., University of Copenhagen
SONDRA MIDDLETON
Physician Assistant Program
MHS, Duke University
MOHAMMAD MORAD
Neuropsychology Program
M.D., University of Purkyne, School of Medicine, Brno (Czech Republic)
LISA MORRONE
Doctor of Physical Therapy Program
B.S., SUNY at Stony Brook
JAMES M. MURPHY
Oriental Medicine and Acupuncture Program
M.D., New York University College of Medicine
ERNEST NALETTE
Physical Therapy Program
Ed.D., University of Vermont
JAMES NEILL
Oriental Medicine and Acupuncture Program
Ph.D., Temple University School of Medicine
ADRIENNE OBERNDORFER
Clinic Supervisor of Speech-Language Pathology Program
M.S., Adelphi University
253
MICHAEL OSIPOFF
Physician Assistant Program
B.S., Touro College
ANTHONY PENA
Speech-Language Pathology Program
M.S., Brooklyn College, CUNY
JOHN PICARELLI
Physician Assistant Program
Ph.D., SUNY Health Science Center
MICHAEL PINCIGER
Oriental Medicine and Acupuncture Program
M.S., Touro College
JOHN PITROWSKI
Undergraduate Studies, Public Health Program
M.A., University of Phoenix
MARGARET PLACK
Physical Therapy Program
Ed.D., Columbia University
ERIK PODSZUS
Physician Assistant Program
Ph.D., Columbia Pacific University
JIM PREGO
Undergraduate Studies
D.N.M., Bastyr University
CAROLINE RADICE
Oriental Medicine and Acupuncture Program
M.S., American College of Traditional Chinese Medicine
PETER REITZES
Speech-Language Pathology Program
M.S., New York University
EUGENIA ROGERS
Speech-Language Pathology Program
M.S., University of Connecticut
JOHN RONGO
Physician Assistant Program
B.S., Touro College
CHAYA BEN-PORAT ROSENTHAL
Oriental Medicine and Acupuncture Program
Ph.D., Columbia University
DOROTHY ROSS
Speech-Language Pathology Program
Ph.D., Graduate Center, CUNY
MICHELE ROY
Physical Therapy Program
M.A., McGill University
CHRISTINE RYAN
Occupational Therapy Program
M.S., Touro College
DENISE SANDOR
Public Health Program
Psy.D., Ferkauf Graduate School of Psychology
254
STEVE SANDOR
Public Health Program
J.D., Pace University
SAMUEL SANDOWSKI
Physician Assistant Program
M.D., Technion Faculty of Medicine
ANITA SANTASIER
Doctor of Physical Therapy Program
M.A., Hunter College, CUNY
KAREN SCHECK
Doctor of Physical Therapy Program
M.A., Touro College
ROB SCHREYER
Physical Therapist Assistant Program
D.P.T., New York University
GARRY SCHWALL
Physician Assistant Program
B.S., St. John’s University
ELLEN SHATZKIN
Physician Assistant Program
B.S., Touro College
STACEY SILVERS
Physician Assistant Program
M.D., Boston University School of Medicine
MALKA MESSNER SIMHA
Physician Assistant Program
MPAS, University of Nebraska Medical Center
KATHLEEN SOTILLO
Occupational Therapy Program
M.S., Columbia University
MARCIA STAMER
Physical Therapy Program
B.S., Ohio State University
CARL STEELE
Doctor of Physical Therapy Program
D.O., Michigan State University
JAMI STETSON
Physician Assistant Program
B.S., Touro College
ROBERT SULLIVAN
Undergraduate Studies
M.S., Adelphi University
CHARLES SUMMERS
Physician Assistant Program
B.S., Touro College
JINI TANENHAUS
Oriental Medicine and Acupuncture Program
M.A., Teachers College, Columbia University
MICHAEL TAROMINA
Oriental Medicine and Acupuncture Program
J.D., CUNY Law School
255
MARYANNE TRAVAGLIONE
Oriental Medicine and Acupuncture Program
MTOM, Pacific College of Oriental Medicine
CINDY TURKELTAUB
Physician Assistant Program
M.S.W., Hunter College School of Social Work, CUNY
ANN VITOLO
Oriental Medicine and Acupuncture Program
MTOM, Pacific College of Oriental Medicine
BARBARA KLARITCH-VRANA
Undergraduate Studies
M.S., Long Island University
JASON WALLMAN
Oriental Medicine and Acupuncture Program
DPT, SUNY at Stony Brook
SUSAN WHALEN
Physician Assistant Program
B.S., SUNY at Stony Brook
KIM WHITEHURST
Physician Assistant Program
M.S., University of Albany
RICHARD W. WIRTH
Occupational Therapy Program
M.A., Hofstra University
WILLLIAM WRIGHT
Physician Assistant Program
M.S., SUNY at Stony Brook
KEJIAN XIAO
Oriental Medicine and Acupuncture Program
M.B./M.S., Hunan College of Traditional Chinese Medicine
XIUJUAN YANG
Oriental Medicine and Acupuncture Program
Ph.D., China Academy of Traditional Chinese Medicine
KYI WIN YU
Medical Director, Manhattan Campus Physician Assistant Program
M.D., Institute of Medicine Rangoon (Burma)
JESSICA YUNKER
Oriental Medicine and Acupuncture Program
M.S., Touro College
256
SCHOOL OF HEALTH SCIENCES DIRECTORY
The School of Health Sciences Programs are located at the following facilities:
Bay Shore Campus
1700 Union Boulevard
Bay Shore, NY 11706
PH: 631-665-1600
PH: 888-TOURO-4-U
Manhattan Campus
27-33 West 23rd Street
New York, NY 10010
PH: 212 463-0400
PH: 888-TOURO-4-U
Brooklyn Campuses
Graduate Program in Speech-Language Pathology
1610 East 19th Street
Brooklyn, NY 11229
PH: 888-TOURO-4-U
Department of Nursing
5323 18th Avenue
Brooklyn, NY 11204-1523
(718) 236-2661
Mineola Extension
Winthrop Center
288 Old Country Road
Mineola, NY 11501
PH: 888-TOURO-4-U
OTHER TOURO LOCATIONS
Office of the President
27-33 West 23rd Street
New York, NY 10010
(212) 463-0400, Ext. 480
Office of the Dean of Health Sciences
1700 Union Boulevard
Bay Shore, NY 11706
(631) 665-1600 Ext 221
Office of the Dean of Faculties
27-33 West 23rd Street
New York, NY 10010
(212) 463-0400 Ext. 412
257
Office of the Dean of Students
Brooklyn Office
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 Ext. 234
Manhattan Office
27-33 West 23rd Street
New York, NY 10010
(212) 463-0400 Ext. 419
Fax - (212) 414-9249
Office of Admissions
Bay Shore Office
1700 Union Boulevard
Bay Shore, NY 11706
(631) 665-1600 Ext. 255
Manhattan Office
27-33 West 23rd Street
Manhattan, NY 10010
(888) TOURO-4-U
Brooklyn Office
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800
Ext. 320 or 299
Office of Financial Aid
Bay Shore Office
1700 Union Boulevard
Bay Shore, NY 11706
(631) 665-1600 Ext. 265
Brooklyn Office
1602 Avenue J
Brooklyn, N.Y. 11230
(718) 252-7800 ext. 220
Office of the Bursar
Bay Shore Office
1700 Union Boulevard
Bay Shore, NY 11706
(631) 665-1600 Ext. 270
Brooklyn Office
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 ext. 255
258
Office of Registrar
Bay Shore Office
1700 Union Boulevard
Bay Shore, NY 11706
(631) 665-1600 Ext. 268
Brooklyn Office
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 ext. 222
Office of Advisement and Counseling
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 Ext. 253
Jacob D. Fuchsburg Law Center
300 Nassau Road
Huntington, NY 11743
(516) 421-2244
Graduate School of Education and Psychology
43 West 23rd Street
New York, NY 10010
(212) 463-0400 Ext. 777
Lander College for Men
75-31 150th Street
Kew Gardens Hills, NY 11367
(718) 820-4885
Lander College for Women
160 Lexington Avenue
New York, NY 10016
(212) 213-2230
Undergraduate School of Business
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 Ext. 235
Graduate School of Jewish Studies
160 Lexington Avenue
New York, NY 10016
(212) 213-2230, ext. 102
School for Lifelong Education
44-21 13th Avenue
Brooklyn, NY 11219
(718) 871-6187
259
Institute For Professional Studies/Machon L’Parnassa
1301 45th Street
Brooklyn, NY 11219
(718) 871-2101
Touro University International
5665 Plaza Drive
Cypress, CA 90630
(714) 816-0366
Touro University – California
Touro University College of Osteopathic Medicine
1310 Johnson Lane
Vallejo, CA 94592
(707) 638-5200
Touro College Israel
8 Rechov Am V’Olamo
Jerusalem, Israel
011-972-2-659-9333
Touro College – Moscow
Ohr Jerusalem University
Micherinsky 64
Moscow, Russia
095- 923-6250 (phone)
095-923-22490 (fax)
Touro College Berlin
Haus am Rupenhorn
Am Rupenhorn 5
D-14055 Berlin
011-49-30 300 6860 (phone)
011-49-30 300 68639 (fax)
260